Research and Teaching: Broadening Access to Science With Support for the Whole Student in a Residential Liberal Arts College Environment

Mentoring Undergraduate Students

“…Some notable outcomes of mentoring undergraduate students include increased academic performance as measured on exam scores and in grade point averages (GPAs), and involvement in program-related activities (Brittian, Sy, & Stokes, 2009;Dahlvig, 2010). Longer term academic success outcomes related to mentoring include greater degree attainment and persistence (Espinoza & Espinoza, 2012;Gross, Iverson, Willett, & Manduca, 2015). Further, mentoring has been positively linked to developmental outcomes that contribute to academic success including college adjustment (Smojver Ažić & Antulic, 2013), career and personal development (Kinkel, 2011), and civic outcomes such as social responsibility and socially responsive leadership (Haddock et al, 2013).…”

“…For example, scholars have developed conceptual models to guide their work, translating established theory and scholarship about retention, social engagement, leadership, motivation, and belonging to the study of mentorship (e.g., Apprey et al, 2014;Dugan & Komives, 2010;Gross, Iverson, Willett, & Manduca, 2015;Zell, 2009). In some cases, researchers have leveraged organizational change literature or scholarship about community development to address the formation of and benefits associated with mentoring relationships (e.g., Chou, 2012;Noufou, Rezania, & Hossain, 2014).…”

Increasing URM Undergraduate Student Success through Assessment-Driven Interventions: A Multiyear Study Using Freshman-Level General Biology as a Model System

“…In addition, several recent models, including the persistence model (Graham et al ., 2013) and the whole student model (Freeman et al ., 2011; Eddy and Hogan, 2014; Gross et al ., 2015) offer theoretical frameworks for increasing STEM participation and success of URMs. Yet another recent initiative (AAC&U, 2015a,b) focuses on clear articulation of expectations by the faculty to students and increasing communication with them for increased transparency.…”

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

“…Indeed, the friendlier and more supportive students act toward one another, the more each learns, and the more motivated and hardworking they become (Kobulnicky & Dale, 2016). Peer mentoring has long been studied as a means of helping undergraduates succeed (Budge, 2006;Nicholson et al, 2017) by helping students work through periods of failure or frustration (Baker, Cluett, Ireland, Reading, & Rourke, 2014) and reducing barriers to seeking help (Gross, Iverson, Willett, & Manduca, 2015). If students do not get the chance to know one another, they may become less motivated and not put in the extra mile required in research.…”