Current Issue: PURM 14.1
PURM 14.1 (2026)
Developing Career Readiness through Undergraduate Research Participation
Letter from the Guest Editor for Issue 14.1
Paul Miller, Ph.D.
Professor of Exercise Science, Elon University
Research Articles
Beyond Career Skills: Student Reflections on their Development through Undergraduate Research
Abstract: This study analyzes 186 open-ended student reflections on undergraduate research experiences at a mid-sized public university. Through qualitative content analysis, five themes emerged: growing confident, comfortable, and capable; learning techniques, processes, and problem-solving; communicating ideas to various audiences; collaboration with mentors, peers, and communities; realizing potential and career clarification.
Keywords: Undergraduate research, career readiness, mentoring
Eden Burt, Radford University
Joe Wirgau, Ph.D., Radford University
John Brummette, Ph.D., Radford University
Career Readiness Through an Alumni Lens: Longitudinal Reflections on Skill Development and Impact from FURSCA Participation
Abstract: This manuscript explores how alumni from the Foundation for Undergraduate Research, Scholarship, and Creative Activity (FURSCA) at a liberal arts college perceive the impact of undergraduate research on career readiness. Using the NACE competencies as an analytic framework, findings highlight URSCI’s role in fostering communication, critical thinking, and confidence—affirming its value as a pathway to long-term professional success.
Keywords: Undergraduate research, career readiness, alumni, high-impact practices
Vicki L. Baker, Ph.D., Albion College
Elizabeth Palmer, M.S., Albion College
Vanessa P. McCaffrey, Ph.D., Albion College
Mentorship and Professional Development: A Qualitative Study of a University and Industry Partnership in Creating a STEM Workforce Pipeline
Abstract: This qualitative study examined the experiences of underrepresented students in a university-industry partnership, mainly focusing on the impact of sustained mentorship on their academic development and professional growth. The research aims to uncover the intricate roles that mentors play in shaping students’ career paths within STEM internships. Furthermore, it investigates how ongoing mentorship and structured research experiences contribute to students’ academic advancement, career preparedness, and the formation of their professional identities.
Keywords: STEM education, industry partnerships, mentorship, professional development, academic internships, Hispanic-serving institutions
Ever Barraza, Ph.D., California State Polytechnic University, Pomona
Winny Dong, Ph.D., California State Polytechnic University, Pomona
Arezoo Khodayari, Ph.D., California State University
Laurie Barge, Ph.D., California Institute of Technology
Jessica M. Weber, Ph.D., California Institute of Technology
Undergraduate Research in the Humanities, Arts, and Social Sciences: Alumni Personal Development and Professional Outcomes
Abstract: Undergraduate research fosters career readiness, yet assessments largely focus on STEM. This study examines its long-term impact on humanities, arts, and social sciences alumni, highlighting skill development and personal transformation. Transfer students, academic career pursuers, and underrepresented groups benefit most. Our recommendations can support students, advisors, and higher education leaders.
Keywords: Alumni, Career Readiness, Humanities, Researcher Identity, Social Sciences, Undergraduate Research
Kelly Kistner, Ph.D., AnotherDegree.com
Brit Toven-Lindsey, Ph.D., University of California, Berkeley
Erin M. Sparck, Ph.D., UCLA Extension
Jacquelyn Ardam, Ph.D., University of California, Los Angeles
Laura Ha Reizman, Ph.D., University of California, Los Angeles
Marc Levis-Fitzgerald, Ph.D., University of California, Los Angeles
Whitney Arnold, Ph.D., University of California, Los Angeles
Using Generative AI to Support Undergraduate Research Reflections to Highlight Career Readiness Competencies
Abstract: Reflection is a necessary component in recognizing the career readiness skills undergraduate research experiences provide and to derive future directions and goals. A trained generative AI chatbot can support initial reflective activities in a scalable, personalized, and accessible manner. A chatbot user experience and outputs are described.
Keywords: Generative AI, chatbot, career competencies, undergraduate research, reflection
James J. Sadler, Ph.D., Purdue University
Dialogue
Affectionate Mentorship: Empowering Undergraduates Across Time and Space
Xuan Jiang, Ph.D., Florida International University
Nicholas R. Cabezas, M.A., Rice University
Jeann Hernandez, M.A., Florida International University
Abstract: Faculty-undergraduate mentorship, recognized for its impact on student success, is widely studied in undergraduate education scholarship. This article contributes to the existing literature by highlighting that the synergy built from faculty-undergraduate can extend beyond first encounter as affectionate mentorship. Using storytelling, the three authors feature components of affectionate mentorship.
Keywords: minority-serving institution, writing center, affectionate mentorship, hospitality, cultural sensitivity, lasting empowerment
Student Perspectives
Gaining Career Readiness Competencies through the Humanities Undergraduate Research Lab: A Case Study with Student Perspectives
Hannah Budge, B.S., Utah State University
Xiomara Castro, B.A., UC Davis
Morgan Evans, Utah State University
Eden Marroquin, B.S., Utah State University
Yasamin Osqueezadeh, B.A., Utah State University
Ella Stott, B.A., Utah State University
Christine Cooper-Rompato, Ph.D., Utah State University
Abstract: This paper demonstrates how a Humanities Undergraduate Research Lab can foster career readiness competencies. Student authors have each chosen competencies to explore in a reflection on their roles in the lab. The essay begins with an introduction to the lab and concludes with several suggestions for future career competency development.
Keywords: Undergraduate research; humanities; laboratory (lab); community engagement; career readiness
General submissions
Dialogue
OPPORTUNITAS: A dialogues reflection on lessons learned by minority alumni from undergraduate research
Lawrence Phillips, B.S., Pace University
Fernando Salcedo, B.S., Pace University
David Gonzales, B.S., Pace University
Elijah Jones, B.S., Pace University
Amanda Falade, B.S., Pace University
Jahaira Zapata, B.S., Pace University
Victoria Carranza, B.S., Pace University
Santana Martinez-Symczak, B.S., Pace University
Elmer-Rico E. Mojica, Ph.D., Pace University
Abstract: Undergraduate research is a high-impact educational practice that supports student learning, persistence, and professional development in STEM, particularly for underrepresented minority (URM) students. This Dialogue presents co-authored reflections from URM alumni (African American and Hispanic) and their faculty mentor on how undergraduate research shaped academic pathways, professional identities, and career trajectories. Drawing on shared experiences across diverse STEM outcomes, the authors reflect on the role of mentorship, hands-on inquiry, scientific communication, and sustained engagement in overcoming academic, structural, and psychosocial barriers. Rather than reporting empirical findings, this Dialogue highlights undergraduate research as a relational and equity-oriented practice that fosters confidence, belonging, and long-term success in STEM.
Keywords: URM students, STEM, mentoring, undergraduate research, presentations, publications
Leveraging COVID-era Practices to Robustly Integrate Inclusivity, Access, and Equity into Summer Research Experiences for Undergraduates (REUs)
Kayla C. Kobak, Ph.D., Purdue University
G. Adam Reeves, Ph.D., Stanford University
Harojuanis T. Wade, Ph.D., Stanford University
Latishya Steele, Ph.D., Stanford University
Miranda St. Fleur, Ph.D., Stanford University
Abstract: During the COVID-19 pandemic, the Stanford Summer Research Program – Amgen Scholars Program (SSRP) adapted to a remote program, gaining insights into maintaining inclusivity for its undergraduate research scholars. This paper outlines transformative changes implemented by program staff and offers recommendations to promote access while retaining critical components that foster career readiness, including how programmatic changes were integrated into the return to in-person summer research program experiences for undergraduates (REUs).
Keywords: COVID-19; STEM; summer programs; program design; belonging; inclusivity