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|In Their Own Words: Anthony Carpi||
Dr. Anthony Carpi, professor and dean of research at John Jay College of Criminal Justice, (PAESMEM 2009), discusses his findings on whether undergraduate research experiences lead to a new interest among students in pursuing a graduate degree. Carpi’s article in the Journal of Research in Science Teaching explores the outcomes of a program he leads at his college that paired undergraduate students with faculty engaged in university research projects.
|In Their Own Words: Cheryl Schrader||
Dr. Cheryl Schrader, former chancellor, Missouri University of Science and Technology, (PAESMEM 2005), who became president of Wright State University in Ohio on July 1, discusses the importance of role models and experiential learning in helping to broaden participation among underrepresented groups and women.
|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.
|In Their Own Words: James Cotter||
Dr. James Cotter, professor of geology at the University of Minnesota, Morris, (PAESMEM 2000), who mentors undergraduate students, including Native Americans and women, outlines tips for effective mentoring, including learning together, listening and cross-cultural understanding.
|In Their Own Words: Sara Hernández||
Ms. Sara Xayarath Hernández (PAESMEM Organizational 2011), associate dean for inclusion and student engagement at Cornell University Graduate School, says universities can make undergraduate research experiences more accessible for underrepresented students interested in STEM careers by leveraging existing resources and programs.
|In Their Own Words: Margaret Werner-Washburne||
Dr. Margaret Werner-Washburne, professor of biology at the University of New Mexico, (PAESMEM 2003), talks about the value and importance of broadening participation in STEM.
|In Their Own Words: Philip Huebner||
Philip Huebner, director of STEM partnerships and diversity officer for the South Dakota Experimental Program for Competitive Research (SD EPSCOR), (PAESMEM Organizational 1997), says that since he began working with the EPSCOR program, he has focused on starting the STEM mentoring process at younger ages.
|2017 STEM Mentors Alumni Meeting Materials||
2017 STEM Mentors Meeting
Self-Efficacy and Career Intention Changes Among Mentored Research Students by Anthony Carpi, PhD
|Defining Attributes and Metrics of Effective Research Mentoring Relationships (April 2016)||
Despite evidence of mentoring’s importance in training researchers, studies to date have not yet determined which mentoring relationships have the most impact and what specific factors in those mentoring relationships contribute to key outcomes, such as the commitment to and persistence in research career paths for emerging researchers from diverse populations.
|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.