Current Issue: PURM 12.1
Special Issue: Diversity, Equity, and Inclusion in Undergraduate Research Mentoring
Letter from the Guest Editors for Issue 12.1 (Coming soon)
Buffie Longmire-Avital, Ph.D.
Professor of Psychology and Director of the Black Lumen Project, Elon University
Jenny Shanahan, Ph.D.
Assistant Provost for High Impact Practices, Bridgewater State University
Sophie Pierszlowski, Ph.D.
Director, Office of Undergraduate Research, University of Washington
Dialogue
Mentoring for Equity and Inclusion: Strategies for Balancing Student Advocacy and Empowerment
Abstract: Although effective mentorship is a critical component of the undergraduate research experience, it is rare for mentors to receive formal training in such practices. To address these gaps, we developed an advocacy and empowerment framework to guide research mentors in fostering authentic, inclusive interactions with undergraduate researchers from minoritized groups.
Keywords: mentorship, advocacy, empowerment, undergraduate research, inclusion
Sophie Pierszalowski, Ph.D., University of Washington
Shannon Hong, B.S., University of Washington
Jeff Kenney, Ph.D., Oregon State University
Scott Vignos, J.D., Oregon State University
Research Article
Abstract: Mentored undergraduate research is a high-impact and transformative experience for student development and professional outcomes. Mentoring practices must intentionally attend to identity differences among mentors and students. The goal of this paper is to apply a neuroinclusive and neuroaffirming lens to The Ten Salient Practices of Mentoring Undergraduate Research to support neurodiverse communities in undergraduate research.
Keywords: neurodiversity, inclusion, equity
Caroline J. Ketcham, Ph.D., Elon University
Eric E. Hall, Ph.D., Elon University
Dialogue
Abstract: Mentoring is a critical component of undergraduate research experiences. This paper examines the role of non-faculty mentors in supporting historically underrepresented minority (HURM) STEM students participating in undergraduate research. Through vignettes, it highlights the importance of diverse mentorship for HURM students’ success.
Keywords: undergraduate research, mentoring, extended network, HURM, STEM
Stephanie K. Ramos, M.S., Oregon State University
Diana E. Park, M.L.I.S., Oregon State University
Dialogue
No ‘Or’ Exists. There is Only ‘And’: Online Research Mentorship in a Figurative Threshold
Abstract: This article explores online critical research mentorship and its potential to foment equitable practices in higher education. The authors share their experiences as mentors and mentees in the form of a braided dialogue, intersecting their voices and experiences to illustrate the model they co-constructed and co-narrated during the pandemic.
Keywords: assemblage, COVID-19, online learning, research mentorship, threshold
Oveen Joseph, Quinnipiac University
Marissa C. McKinley, Ph.D., Quinnipiac University
JT Torres, Ph.D., Quinnipiac University
Student Perspectives
Developing Diversity, Equity, and Inclusion Initiatives in a Biomedical Engineering Lab
Abstract: We present actionable steps highlighting one Biomedical Engineering lab’s commitment to diversity, equity, and inclusion (DEI). Through weekly “Minute for DEI” discussions and frequent outreach activities, shared principles were identified and publicized. Post-survey results indicated the lab’s actions have had a positive impact on members’ commitment to improving DEI.
Keywords: dialogue, research lab, diversity, underrepresented minorities, women, biomedical engineering
Xavier J. Person, Mississippi State University
Luke J. Tucker, Mississippi State University
Malley A. Gautreaux, Mississippi State University
Sophie J. McLay, Mississippi State University
Kamryn B. Clymer, Mississippi State University
Anastasia D. Elder, Ph.D., Mississippi State University
Lauren B. Priddy, Ph.D., Mississippi State University
Research Article
Development of an Engaging and Inclusive Undergraduate Virtual Research Mentoring Model
Abstract: Virtual research mentoring is an important aspect of high-impact mentoring and provides opportunities to increase accessibility and involvement of underrepresented students in mentored experiences. However, best practices for virtual research mentoring remain largely unknown. In June 2023 a pilot workshop was held to address challenges with virtual research mentoring, involving students and faculty from three diverse institutions— UNC Wilmington, Elon University, and North Carolina A&T— using a design challenge format. Discussed in this paper are workshop outcomes and next steps with this work in the context of increasing opportunities for underrepresented students to participate in mentored research in a virtual environment.
Keywords: virtual, online, research mentoring, design challenge
Matthew J. Peterson, Ph.D., University of North Carolina Wilmington
Alicia Sellon, Ph.D., University of North Carolina Wilmington
Jeremy Holloway, Ph.D., University of North Dakota
Elizabeth Evans Peterson, MPH, CAA Academic Alliance
Eric E. Hall, Ph.D., Elon University
Dialogue
Radical Adaptability: Undergraduate Research with Adult Learners
Abstract: Through description of an adult learner research team at a historically Black university and the sustained projects they have contributed to, this article examines some of the qualities and complicating factors that practitioners can expect when they engage adult learners in mentored undergraduate research. The authors identify a principle of radical adaptability for reducing barriers to undergraduate research for adult learners, outlining four tenets for action. This approach repurposes existing institutional structures and integrates individual needs, experiences, and interests into a mutually beneficial research agenda.
Keywords: adult learners, nontraditional students, undergraduate research, mentoring, participatory research
Stefanie Frigo, Ph.D., North Carolina Central University
Collie Fulford, Ph.D., University at Buffalo