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Tips That Work!: Advice from Award-Winning STEM Mentors Webinar Recording

A video recording of the National Science Foundation (NSF) webinar, "Tips That Work!: Advice from Award-Winning STEM Mentors", held on March 7, 2018.

Louis Stokes Midwest Center for Excellence (LSMCE) Broaden Participation in STEM

Louis Stokes Midwest Center of Excellence is a National Science Foundation-funded project whose mission is to broaden the participation of underrepresented minorities in Science, Technology, Engineering, and Math.

This channel contains videos for faculty and mentors of URM students to create learning programs and environments that support their mission.

Understanding How Undergraduate Research Experiences Influence Student Aspirations for Research Careers and Graduate Education

Source: Journal of College Science Teaching, 42(1), 82.

Author(s): Adedokun, O. A., Zhang, D., Parker, L. C., Bessenbacher, A., Childress, A., & Burgess, W. D.

Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities

Source: National Academies of Sciences, & Medicine. (2017). ​

Author(s): Gentile, James, Ed.; Brenner, Kerry, Ed.; Stephens, Amy, Ed.

Fine-Tuning Summer Research Programs to Promote Underrepresented Students’ Persistence in the STEM Pathway

Source: CBE-Life Sciences Education, 15(3), ar28.

Author(s): Ghee, M., Keels, M., Collins, D., Neal-Spence, C., & Baker, E.

Academic Self-Efficacy and Performance of Underrepresented STEM Majors: Gender, Ethnic, and Social Class Patterns

SourceAnalyses of Social Issues and Public Policy, 13(1), 347–369.

Author(s): MacPhee, D., Farro, S., & Canetto, S. S

Minority Student Perceptions of the Impact of Mentoring to Enhance Academic Performance in STEM Disciplines

SourceJournal of STEM Education: Innovations and Research, 14(2), 38.

Author(s): Kendricks, K. D., Nedunuri, K. V., & Arment, A. R.

Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors

SourceThe Career Development Quarterly, 60(4), 343–354.

Author(s): Holland, J. M., Major, D. A., & Orvis, K. A.

Mentoring Undergraduate Students

SourceASHE Higher Education Report, 43(1), 7–103.

Author(s): Crisp, G., Baker, V. L., Griffin, K. A., Lunsford, L. G., & Pifer, M. J.

Hierarchical Mentoring: A Transformative Strategy for Improving Diversity and Retention in Undergraduate STEM Disciplines

SourceJournal of Science Education and Technology, 21(1), 148–156.

Author(s): Wilson, Z. S., Holmes, L., Sylvain, M. R., Batiste, L., Johnson, M., McGuire, S. Y., Pang, S.S., & Warner, I. M.

Mentoring Undergraduate Research: Student and Faculty Participation in Communities of Practice

Source: Transformative Dialogues: Teaching & Learning Journal, 9(1).

Author(s): Vandermaas-Peeler, M.

Protégé Perceptions of High Mentorship Quality Depend on Shared Values More Than on Demographic Match

SourceThe Journal of Experimental Education, 85(3), 450–468.

Author(s): Hernandez, P. R., Estrada, M., Woodcock, A., & Schultz, P. W.

The Benefits of Multi-Year Research Experiences: Differences in Novice and Experienced Students’ Reported Gains from Undergraduate Research

SourceCBE-Life Sciences Education, 11(3), 260–272.

Author(s): Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A.-B.

Research by Undergraduates Helps Underfinanced Colleges as Well as Students

SourceThe Chronicle of Higher Education

Author(s): Carpi, A., & Lents, N. H.

While undergraduate research has been lauded as a transformative experience that helps nurture future scientists, its effect on institutions is often underappreciated. This is especially true for underfinanced, public, and minority-serving institutions, which are the least able to offer such experiences to students.

 

In Their Own Words: Raymond Johnson

Raymond Johnson, professor emeritus of mathematics, University of Maryland, College Park, (PAESMEM 2012), shares his thoughts about mathematical achievement, mentoring and misconceptions about innate ability.

Undergraduate Research Experiences for STEM Students: Successes, Challenges and Opportunities (February 2017)

Undergraduate research has a rich history, and many practicing researchers point to undergraduate research experiences (UREs) as crucial to their own career success. There are many ongoing efforts to improve undergraduate science, technology, engineering, and mathematics (STEM) education that focus on increasing the active engagement of students and decreasing traditional lecture-based teaching, and UREs have been proposed as a solution to these efforts and may be a key strategy for broadening participation in STEM.

Professors Are Prejudiced Too

This article, published in the journal, Psycholgical Science, examined the willingness of professors to mentor prospective doctoral students. Here is the abstract:

Organizations Serving Diverse Communities

The American Institute of Biological Sciences has a compilation of organizations and programs serving diverse communities. Some of the contacts may be out of date but should be easily found online. 

The intentional mentor: Effective mentorship of undergraduate science students

The author of this paper, Julio Ramirez, is a 2009 PAESMEM recipient.

Entry Point Internships for STEM Students with Disabilities

Entry Point is the signature program of the AAAS Project on Science, Technology, and Disability.  Entry Point identifies and recruits students with apparent and non-apparent disabilities studying in science, engineering, mathematics, computer science, and some fields of business for outstanding internship and co-op opportunities.

Since 1996, AAAS and Entry Point has created partnerships with NASA, IBM, Merck, Dow Chemical, Lockheed Martin, Ball Aerospace, L’Oreal, as well as university based research programs seeking to diversify their pool of interns.

Mentoring for Engineering Academia II

Proceedings of a 2007 workshop at the Banff International Research Station. Editors: Robert Gray, Sheila Hemami, Eve Riskin, Rabab Ward, Suzanne Brainard, Pamela Cosman, Norman Fortenberry, Janet Rutledge, Telle Whitney.

Robert Gray is a 2002 PAESMEM awardee, and Suzanne Brainard is a 1998 awardee (representing the Women in Engineering Program at the University of Washington)