Special Issue: The Future of Undergraduate Research Mentoring

(Issue in progress)

Letter from the Guest Editors for Issue 13.1

Eric Hall, Ph.D.
Assistant Provost for Scholarship and Creative Activity and Professor of Exercise Science, Elon University

Jessie Moore, Ph.D.
Director of the Center for Engaged Learning and Professor of English, Elon University

Maureen Vandermaas-Peeler, Ph.D.
Director of the Center for Research on Global Engagement and Professor of Psychology, Elon University

Invited viewpoint

Culturally Responsive Mentoring in Undergraduate Research: Enhancing Student Success at Minority-Serving Institutions 

Abstract: This paper examines the impact of culturally responsive mentoring in undergraduate research at California State Polytechnic University, Pomona. It highlights a multi-level mentoring framework—faculty, program staff, and peer mentors—that fosters academic success, culturally responsive practices, and professional development for underrepresented students, providing a guide for equity-minded practices in higher education.

Keywords: Undergraduate research, Hispanic-serving institutions, student mentoring, higher education

Everardo Barraza, Ph.D., Cal Poly Pomona
Winny Dong, Ph.D., Cal Poly Pomona

Research Article

Cultivating academic self-efficacy and student engagement for undergraduate students through research experiences and student-faculty interaction

Abstract: This article provides perspectives from two summer research programs providing STEM-focused research experiences for undergraduate students from underrepresented student populations. While one site focused on marine biology and another site focused on the engineering sciences, both sites prioritized student-faculty interaction, academic self-efficacy, and student engagement, gathering data to better understand their lived experiences in a new educational and research setting. Drawing from both programs, the authors provide a look forward to the future of collaborative research experiences for undergraduate students.

Keywords: Undergraduate researchers; STEM research; community partnerships; student-faculty interaction

William L. Sterrett, Ph.D., Baylor University
Rishi Sriram, Ph.D., Baylor University
James Stocker, Ph.D., University of North Carolina Wilmington
Nathaniel Grove, Ph.D., Penn State University
Paul G. Allison, Ph.D., Baylor University
J. Brian Jordon, Ph.D., Baylor University
Sandi Cooper, Ph.D., Baylor University
Garritt J. Tucker, Ph.D., Baylor University
Trevor J. Fleck, Ph.D., Baylor University
Jess Boersma, Ph.D., University of North Carolina Pembroke

Research Article

Centering Student Voices: A Case Study of an Evolving Culturally and Structurally Responsive Undergraduate STEM Mentorship and Skills Development Program

Abstract: This case study outlines an evolving culturally and structurally responsive STEM mentorship program for historically minoritized undergraduate students. Through collaboration among partner institutions, program development, and evaluation of practices that center student voices, this program continues to evolve and impact emerging STEM scholars and their institutions.

Keywords: Mentoring, STEM, student voices, undergraduate research, cultural and structural responsiveness

*Traven Cargill, Purdue University
*Emily Hutton, Purdue University
Kris Acheson, Ph.D., Purdue University
Joyce Ache Gana, Ph.D., Chicago State University
Red Lhota, Ph.D., Chicago State University
Kristy Mardis, Ph.D., Chicago State University
Jacquelyn Thomas-Miller, Ph.D., Purdue University
Stephanie M. Gardner, Ph.D., Purdue University
* denotes co-first authors

Research Article

“I have allowed myself to be bold”: Reflections on Relational Mentoring in Undergraduate Research 

Abstract: Extending beyond traditional models, relational mentors endeavor to support mentee’s professional skills, boost career success, and dedicate significant attention to mutual authenticity, empathy, engagement, and empowerment in the relationship. Here, we share reflections on the positive impact of relational mentoring in undergraduate research using accounts from our mentees and ourselves.

Keywords: Relational mentoring, mentoring constellation, salient practices, undergraduate research

Sabrina L. Thurman, Ph.D., Elon University
Maureen Vandermaas-Peeler, Ph.D., Elon University

Dialogue

“I don’t know, but let’s talk about it together”: A Collaborative Model for Inclusive Mentorship in the Humanities and Social Sciences 

Abstract: Mentored undergraduate research and high-impact educational practices offer academic enrichment, professional development, and deeper personal relationships. This article discusses making these projects more inclusive, particularly within humanities and social sciences. The authors draw on their experiences with mentored research and offer suggestions for effective practices in designing and implementing projects.

Keywords: Mentored undergraduate research, high-impact educational practices, humanities, social sciences, inclusive mentorship

Kirsten M. Drickey, Ph.D., Western Washington University
María José Palacios Figueroa, George Mason University
Jordan Sandoval, Ph.D., Western Washington University
Brahm VanWoerden, Ferndale High School

Dialogue

Psychological Safety as a Tool for Assessing the Effectiveness of Mentoring in Undergraduate Research

Abstract: Psychological safety is a term most often used in the workplace. However, it can be a powerful and simple tool to assess mentoring relationships. This article describes psychological safety, how it can be used by mentors to reflect on the environment of their research teams, from a team of 2 to large teams of 20 or more, and provides case studies to illustrate barriers related to mentoring that can potentially be improved through the use of psychological safety.

Keywords: Psychological safety, mentoring, teamwork

Kenneth Lamb, Ph.D., Cal Poly Pomona
Winny Dong, Ph.D., Cal Poly Pomona

Dialogue

Demystifying the Hidden Curriculum of Undergraduate Research: Insight from Students-as-partners

Abstract: Students as partners in teaching and learning pedagogies recognize students’ expertise in understanding their learning experiences and center that expertise in research and practice. Students as partners offers a framework for collaborating with students to make the hidden curriculum of undergraduate research visible and to decode it for future students.

Keywords: Hidden curriculum, students as partners, partnership

Sophie Miller, Purdue University
Jessie L. Moore, Ph.D., Elon University
Annelise Weaver, Elon University
Tiffanie Grant, Elon University
Kira Campagna, Elon University
Azul Bellot, Elon University

Dialogue

Employing a Student-Centric Approach to Managing an Undergraduate Research Lab at a PUI

Abstract: Undergraduate research experiences greatly impact student achievement, as recognized by a growing number of PUIs. Maintaining productive research at a PUI can be challenging. Taking a student-centered approach in managing an undergraduate lab benefits undergraduates while aligning with the PUI’s mission statement and promotion and tenure requirements.

Keywords: PUI, Undergraduate Research, student-centered, promotion and tenure

Vincent M. Rossi, Ph.D., Utah Valley University

Dialogue

Generative AI and Mentorship: Guidelines, Challenges, and Recommendations

Abstract: This article examines the impact of generative AI on mentorship, with a focus on human service and research sectors. As a model, we identify guidelines for the use of generative AI in psychology, followed by a discussion of applications, challenges, recommendations, and resources to support faculty mentors across disciplines.

Keywords: Generative AI, AI, artificial intelligence, research mentorship, supervision

William B. Schreiber, Ph.D., Elon University
Lucille Waagen, Ph.D., University of North Dakota

Dialogue

U-GROW Summer Institute: A Mentoring-Centric Introduction to a Year-Long Cancer Research Education Program for Underrepresented Students

Abstract: U-GROW is a partnership between Cedars-Sinai Cancer and California State University that uses constellation mentoring to prepare underrepresented students for cancer research careers. This paper focuses on its week-long Summer Institute. Key elements include cultural affirmation, near-peer mentoring, and supportive networks. Results indicate increased student confidence and sense of belonging in research.

Keywords: Mentorship constellation, cultural affirmation, underrepresented students, scientific communication, pipeline program, cancer disparities

Annalyn Valdez-Dadia, Dr.P.H., Cedars-Sinai Cancer
Darrah Goo Kuratani, Ph.D., Cedars-Sinai Cancer
Katherine Isokawa, Ph.D., Cedars-Sinai Cancer
Patrick D. Patterson, Ed.D., Cedars-Sinai Cancer
Patricia Thompson, Ph.D., Cedars-Sinai Cancer