Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications

Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.

doi:10.1187/cbe.16-11-0326

Cited by 55 publications

(57 citation statements)

References 59 publications

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“…Our findings contribute to the literature by revealing that, besides feeling more psychosocially‐satisfied with gender‐matched mentors, which has been previously reported (Kark & Shilo‐Dubnov, ), women mentees may actually gain more than men in terms of science identity, personal growth, and the development of knowledge and skills when engaging in research experiences with gender‐matched mentors. It may very well be that due to the historic gender discrimination in science (Carli, Alawa, Lee, Zhao, & Kim, ; Goulden, Mason, & Frasch, ), women mentors are more critically important as role models for their women mentees than are men mentors for their men mentees (Burke, McKeen, & McKenna, ; Nagda, Gregerman, Jonides, Von Hippel, & Lerner, ; Ragins & McFarlin, ; Sosik & Godshalk, ). Women mentees may perceive their women mentors as ones who have successfully overcome structural, political, and discriminatory barriers to career advancement (Ragins & McFarlin, ).…”

Section: Discussionmentioning

confidence: 99%

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

2018

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Undergraduate research is a high impact educational practice that encourages more women to engage in science. Few studies have focused on gender concordance between mentors and mentees within the context of summer undergraduate research programs, and none have linked gender concordance with student gains. Previous research has more often overlooked the faculty–postgraduate–undergraduate triad, focusing instead on the faculty–undergrad dyad. This study explores the effects of gender concordance among mentoring dyads and triads on student gains from summer research experiences. Using programmatic and evaluation data, bivariate analyses were conducted and generalized estimating equations were employed to examine effects of gender concordance in mentoring relationships on student gains. Results indicate that gender concordance within undergraduate mentee and faculty mentor dyads promoted the greatest student gains among the six categories of mentoring relationships studied, having postgraduate mentors for undergraduates suppressed student gains, and women benefited more than men from gender concordance in mentoring relationships. Considering the results, undergraduate research program staff should make efforts to recruit more women faculty mentors, consider matching them with women undergraduates, train men scientists so they can be effective mentors for women students, and provide high‐quality mentoring training opportunities for postgraduate mentors.

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Section: Discussionmentioning

confidence: 99%

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

2018

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“…The benefits of involving students in research experiences are well known. These benefits include increased self-efficacy, self-identification as a scientist, and confidence in scientific process and practices [6,7,9,27,[36][37][38][39]41]. In addition to the CURE survey, students were asked to respond to survey prompts inquiring about their impressions of their research experiences and how the experience may have impacted their future goals.…”

Section: Student Survey Feedbackmentioning

confidence: 99%

A Learning Community Involving Collaborative Course-Based Research Experiences for Foundational Chemistry Laboratories

Rubush

Stone

2020

Education Sciences

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Numerous American national committees have recommended the replacement of traditional labs with a more engaging curriculum that inspires inquiry and enhances scientific skills (examples include the President’s Council of Advisors on Science and Technology (PCAST)’s Engage to Excel program and American Association for the Advancement of Science (AAAS) Vision and Change, among others), due to a large body of evidence that shows significant enhancements in student learning and affective outcomes. The implementation of Course-Based Undergraduate Research Experiences (CUREs) is a creative way to scale up the deployment of authentic research experiences to students. Another highly regarded high-impact practice in postsecondary education is the addition of learning communities. The integration of a three-course learning community and authentic research experiences to laboratory courses adds both a community of scholarship and a development of scientific communication and process skills. This study describes a course that blends these two high-impact practices in higher education in order to promote greater post-course gains in essential elements of a CURE curriculum. This collaborative course shows large post-course gains in essential elements, such as scientific communication and working collaboratively.

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“…Undergraduate research takes on a variety of shapes from a student who helps complete a small task for an existing project to a student conducting an independent research project and authoring a publication. To see a project through to publication, a student and their mentor need to be prepared to commit time and energy over several semesters (if not years) (Morales, Grineski, & Collins, ). Scaffolding student experiences to build up to conducting independent research helps ensure the commitment level required to see a project through to completion.…”

Section: A Framework For Successfully Collaborating With Undergraduatmentioning

confidence: 99%

“…a publication. To see a project through to publication, a student and their mentor need to be prepared to commit time and energy over several semesters (if not years) (Morales, Grineski, & Collins, 2017).…”

Section: Student May Need To Have An Open and Accommodating Schedulementioning

confidence: 99%

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

Emery

Hund

Burks

et al. 2019

Ecology and Evolution

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Guiding undergraduates through the ecological research process can be incredibly rewarding and present opportunities to break down barriers to inclusion and diversity in scientific disciplines. At the same time, mentoring undergraduate researchers is a complicated process that requires time and flexibility. While many academics receive extensive guidance on how to be successful in research endeavors, we pay much less attention to training in mentorship and working collaboratively with undergraduate students. This paper seeks to provide a framework for successfully collaborating with undergraduates including initial recruitment, development of a contract, fostering student ownership of research projects, and submission of a polished manuscript.

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Increasing Research Productivity in Undergraduate Research Experiences: Exploring Predictors of Collaborative Faculty–Student Publications

Abstract: Biomedical faculty mentors were more productive in publishing collaboratively with undergraduate students when they worked with students for more than 1 year on average, enjoyed teaching students about research, and had mentored Black students.

Cited by 55 publications

References 59 publications

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students

A Learning Community Involving Collaborative Course-Based Research Experiences for Foundational Chemistry Laboratories

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

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