Outcomes of mentoring at‐risk college students: gender and ethnic matching effects

Biomedical Research Careers Pipeline in a Southern Hispanic-Serving Institution (HSI): Perspectives of Faculty and Students on Efficacy of Mentoring Workshops

“…Several studies have indicated that undergraduates who are mentored by faculty are more likely to pursue into graduate studies (Van Vliet, Klingle, & Hiseler, 2013). In the study conducted by Campbell and Campbell (2007), students who had participated in a research mentorship program were tracked after 11 years. The study reported students were 1.5 times more likely to pursue graduate studies than non-mentored students (Campbell & Campbell, 2007).…”

“…In the study conducted by Campbell and Campbell (2007), students who had participated in a research mentorship program were tracked after 11 years. The study reported students were 1.5 times more likely to pursue graduate studies than non-mentored students (Campbell & Campbell, 2007). Faculty mentors may influence the student's decision on pursing a higher educational degree such as graduate school, and/or the student's decision to attend an institution or program (Lei & Chuang, 2009).…”

“…For instance, in a study published by Campbell and Campbell (2007), 339 undergraduate students were paired with a faculty member in a research mentorship. In comparison to the 339 control group participants who received no faculty mentorship, students who were mentored had a significantly higher grade point averages (GPAs), completed more coursework and showed higher rates of retention at the end of the academic year (Campbell & Campbell, 2007).…”

Peer mentorship and positive effects on student mentor and mentee retention and academic success

“…Existing literature (Breen et al, 2001;McLean, 2004;Campbell and Campbell, 2007;Flumerfeldt et al, 2007;Lennox-Terrion, 2010) suggests there is little doubt that mentorship will contribute positively to the undergraduate's experience in higher education. However, there has been scant attention to the impact it has upon successful learning and academic success.…”

Board # 5 : A Mentoring Workshop for an REU Program

“…Although the mentoring needs vary with the student, 4,10,11 the critical qualifications for mentors are 1) accessibility, 2) expertise in the technical field, 3) the ability to communicate the project's overall goals and specific plans, 4) the ability to guide the project, 5) "personal concern" for the mentee, and 6) approachability (friendliness). 4 The latter two factors provide the critical personal relationship between the mentor and undergraduate student.…”