Mentoring and engaging undergraduate students in authentic research in mammalogy

Abstract

Undergraduate research is a high-impact educational practice that helps students develop essential professional and personal skills. These skills include tangible field methods and lab techniques, critical thinking, effective communication, integrated and complex problem-solving, metacognition, self-confidence, collegiality, information literacy, and identity development. Participation in undergraduate research experiences increases academic performance, program retention, degree completion, and the number and diversity of students pursuing postbaccalaureate science, technology, engineering, and mathematics degrees. Mentors (faculty, postdoctoral fellow, and graduate students) also benefit from the undergraduate research process by generating publishable scholarship, improvement in leadership skills, and developing rich personal mentoring relationships. Further, a university or college itself benefits from increased institutional reputation and visibility within the scientific community. Nonetheless, many barriers impede students from pursuing research experiences, including a lack of awareness of research opportunities, unfamiliarity with the benefits of a research experience, personal or financial constraints, noncompetitive grade point averages, financial and family needs, maturity, and imposter syndrome. To help mitigate these issues and build a culture of undergraduate research, pathways for implementing undergraduate research in the field of mammalogy are discussed, in addition to advice on mentorship.

Teaching Mammalogy in the 21st century: advances in undergraduate education

“…Undergraduate courses can also be an opportunity to teach beyond content knowledge; courses can prepare students for their future careers by incorporating skill development and providing opportunities to develop professional identities (Yahnke et al 2023). One important pathway for students to build self-efficacy and to gain professional skills is through an extracurricular undergraduate research experience (Munroe 2023). Traditional research opportunities are often limited to a subset of students who do not have other time commitments (e.g., work or caregiving responsibilities) and who are able to volunteer (i.e., can afford to work without pay).…”

Increasing LGBTQ+ inclusion & competency in wildlife sciences: intersections of sociocultural, structural, and historic barriers to inclusion

“…These positions are a critical stage for all trainees, but especially so for minoritized groups, with good experiences increasing self-efficacy and a sense of belonging (McGill et al 2021, Munroe 2023. However, the seasonal, lowstability, and low-paid positions are less accessible to minoritized groups who may face additional economic burdens or loss of familial support (Fournier andBond 2015, Coon et al 2023).…”

“…related fields (Munroe 2023). Despite their importance, deficits in housing and healthcare are often not included in…”

“…These issues are often intensified for LGBTQ+ students who may have faced rejection by their families and communities. Disownment, lack of family support, continued (and lasting) effects of structural inequality (Ecker et al 2019), and negative experiences in schools (Bidell 2014, Munroe 2023, are systemic, financial, and emotional barriers that all limit LGBTQ+ access to academia. Although national statistics on LGBTQ+ homelessness are limited, one national survey found around one-third of trans participants reported experiencing homelessness at one point in their lifetime (James et al 2016).…”