Louis Stokes Regional Center of Excellence for Wholistic Mentoring in STEM (WM STEM Center)
Council of Undergraduate Research Resources
The following resources were used to review the experiences of underrepresented undergraduate students in both community colleges and four-year universities. The Council on Undergraduate Research literature was consulted to gain an understanding of mentorship efforts aimed at promoting the success of underrepresented students throughout their academic careers. The literature provided insights into the obstacles, impacts, benefits, and programs available for promoting inclusion and diversity in classrooms and research laboratories to advance the URM student population. Furthermore, it demonstrated the importance of mentors as a crucial resource in supporting URM students to complete their STEM degrees, while also highlighting the obstacles and challenges faced by faculty. Overall, literature underscores the need to continually create opportunities and support students in their academic pursuits.
Abraham, N. B. (2012). Administrative Support for Faculty Members Who Engage in Undergraduate Research. In N. H. Hensel & E. L. Paul (Authors), Faculty Support and Undergraduate Research: Innovations in faculty role definition, workload, and reward (pp. 77-91). Washington, DC: Council on Undergraduate Research.
Alger, J. R. (1997). The educational value of diversity. Academe, 83(1), 20-23.
Bayliss, F. T., Peterfreund, A. R., & Rath, K. A. (2009). Institutional Transformation: Establishing a Commitment to Research and Student Success. In M. K. Boyd & J. L. Wesemann (Eds.), Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 281-294). Washington, DC: CUR, Council on Undergraduate Research.
Bettinger, P. E. (2010). To be or not to be: Major choices in budding scientists. In C. T. Clotfelter (Ed.), American universities in a global market (pp. 69-98). Chicago, IL: University of Chicago Press.
Blockus, L. (2009). Opening a Gateway to Research for Freshman and Sophomore Students: Providing Opportunities and Mentoring. In M. K. Boyd & J. L. Wesemann (Eds.), Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 341-344). Washington, DC: CUR, Council on Undergraduate Research.
Boyd, M. K., Wesemann, J. L., & Frederick, K. A. (2009). Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact. Washington, D.C: CUR, Council on Undergraduate Research.
Brown, D. R. (2014). Engaging Undergraduate in Chemical Research at Southwestern College. In N. H. Hensel & B. D. Cejda, Tapping the potential of all: Undergraduate Research at Community colleges (pp. 41-51). Washington, D.C: Council on Undergraduate Research.
Cejda, B. D. (2014). An Overview of Undergraduate Research in Community Colleges. In N. H. Hensel & B. D. Cejda, Tapping the potential of all: Undergraduate Research at Community colleges (pp. 1-7). Washington, D.C: Council on Undergraduate Research.
Coggins, P. (2014). Institutionalizing Applied Research at Redlands Community College. In N. H. Hensel & B. D. Cejda, Tapping the potential of all: Undergraduate Research at Community colleges (pp. 33-40). Washington, D.C: Council on Undergraduate Research.
Dorff, M., Henrich, A. K., & Pudwell, L. (2019). A Mathematician’s practical guide to Mentoring Undergraduate Research. Providence, RI: MAA Press, an imprint of the American Mathematical Society.
Evanseck, J. D., & Gawalt, E. S. (2009). Optimizing Research Productivity while Maintaining Educational Excellence: A Collaborative Endeavor. In M. K. Boyd & J. L. Wesemann, Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 65-76). Washington, DC: CUR, Council on Undergraduate Research.
Handelsman, J. Pfund, C., Lauffer, S.M., & Pribbenow, C.M. (2005). Entering mentoring. University of Wisconsin.
Hensel, N. H. (2021). Undergraduate Research at Community Colleges: Equity, Discovery, and Innovation. Sterling, VA: Stylus Publishing, LLC.
Hensel, N. H., & Cejda, B. D. (2014). Tapping the potential of all: Undergraduate Research at Community Colleges. Washington, D.C.: Council on Undergraduate Research.
Hensel, N. H., & Paul, E. L. (2012). Faculty Support and Undergraduate Research: Innovations in faculty role definition, workload, and Reward. Washington, DC: Council on Undergraduate Research.
Higgins, T. B., & Brothers, M. R. (2009). Starting and Sustaining Research Programs at Two-Year Colleges: Creating a Scholarly Community and Supportive Environment. In M. K. Boyd & J. L. Wesemann, Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 126-129). Washington, DC: CUR, Council on Undergraduate Research.
Johnson, W. B. (2014). Mentoring in psychology education and training: A mentoring relationship continuum model. In W. B. Johnson & N. J. Kaslow (Eds.), The Oxford Handbook of Education and Training in professional psychology (pp. 272–290). New York, NY: Oxford University Press.
Johnson, W. B. (in press). Ethical considerations for mentors: Toward a mentoring code of ethics. In D. Clutterbuck, F. Kochan, L. Lunsford, B. Smith, N. Dominguez, & J. Haddock-Millar (Eds.). The Sage Handbook of Mentoring. Thousand Oaks, CA: Sage.
Johnson, W. B. (2015). On Being a Mentor: A Guide for Higher Education Faculty, Second Edition. United Kingdom: Taylor & Francis.
Lopatto, D. (2010). Mentoring. In Science in Solution: The impact of undergraduate research on student learning (pp. 63-74). Council on Undergraduate Research.
Ong, M., Wright, C., Espinosa, L & Orfield, G. (2011). A synthesis of empirical research on undergraduate and graduate women of color in science, technology, engineering, and mathematics. Harvard Educational Review, 81(2), 172-209.
Osborn, J. M., & Karukstis, K. K. (2009). The Benefits of Undergraduate Research, Scholarships, and Creative Activity. In M. K. Boyd & J. L. Wesemann, Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 41-63). Washington, DC: CUR, Council on Undergraduate Research.
Owens, K. S., & Murkowski, A. J. (2014). A Model of Interdisciplinary Undergraduate Research Experiences at a Community College. In N. H. Hensel & B. D. Cejda, Tapping the potential of all: Undergraduate Research at Community colleges (pp. 19-31). Washington, D.C: Council on Undergraduate Research.
Packard, B. W., & Fortenberry, N. L. (2016). Successful stem mentoring initiatives for underrepresented students: A research-based guide for Faculty and Administrators. Sterling, VA: Stylus.
Packard, B. W., Gagnon, J L., LaBelle, O., Jeffers, K., & Lynn, E. (2001). Women’s experiences in the STEM community college transfer pathway. Journal of Women and Minorities in Science and Engineering, 17(2), 129-147.
Page, S. (2007). The difference: How the power of diversity creates better groups, firms, schools, and societies. Princeton, NJ: Princeton University Press.
Parks, S. (2000). Big questions, worthy dreams: Mentoring young adults in their search for meaning, purpose, and faith. San Francisco: Jossey-Bass Publishers (page 128).
Temple, L., Sibley, T. Q., & Orr, A. J. (2010). How to mentor undergraduate researchers. Washington, DC: Council on Undergraduate Research.
Terenzini, P. T., Cabrera, A. F., Colbeck, C. L., Bjorklund, S. A., & Parente, J. M. (2001). Racial and ethnic diversity in the classroom: Does it promote student learning? Journal of Higher Education, 72(5), 509-531.
Turrens, J. F., & Springer, M. S. (2019). Mentoring. In How to train undergraduates in Research Integrity and the responsible conduct of Research (pp. 68-71). Washington, DC: Council on Undergraduate Research.
Wilson, V. P. (2009). Transforming the Academy: Fulfilling the Promise of Leadership. In M. K. Boyd & J. L. Wesemann (Eds.), Broadening participation in undergraduate research: Fostering Excellence and enhancing the impact (pp. 319-329). Washington, DC: CUR, Council on Undergraduate Research.
The Louis Stokes Regional Center of Excellence for Wholistic Mentoring in STEM is funded by the National Science Foundation under grants HRD2020697, HRD2020491, HRD2020548, and HRD2020524.
Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.