The Influence of Mentored Undergraduate Research on Students' Identity Development

Palmer, Ruth J.; Hunt, Andrea N.; Neal, Michael; Wuetherick, B.

doi:10.18833/spur/2/2/1

Cited by 5 publications

(6 citation statements)

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“…In both cases, however, the faculty experiences with failure are presented in a context relevant to the student's research. End-of-year reflection pieces written by the Emerging Scholars reveal that these lessons are important to the students, echoing findings in the literature that faculty serve as important role models for students (Rask and Bailey 2002;Bettinger and Long 2005;Stevenson, Buchanan, and Sharpe 2006;Palmer et al 2018). Emerging Scholars are asked to write letters to next year's incoming class, providing the class with tips for how to succeed in research, and many of these letters include encouraging remarks about failure.…”

Section: Types Of Responses By Faculty Mentors Sample Responsesmentioning

confidence: 92%

“…Research into role models have shown that the most effective role models are those whose success seems attainable, who has demonstrated competence in a particular domain, and someone who is viewed as similar to one's self (Hu et al 2020). With undergraduate research experiences in particular, studies have shown that students viewed faculty as the most important and impactful mentors (Palmer et al 2018), and that faculty are vital to student success (Stevenson, Buchanan, and Sharpe 2006).…”

Section: Doi: 1018833/cf/7mentioning

confidence: 99%

“…they are not well-suited to do research (Dweck 2013;Limeri et al 2020). Having faculty explicitly list failures they have experienced and describe the ways that failure has helped them succeed is a potent message for undergraduate students, as studies have shown that faculty serve as powerful role models for their students (Rask and Bailey 2002;Bettinger and Long 2005;Stevenson, Buchanan, and Sharpe 2006;Palmer et al 2018).…”

Section: Types Of Responses By Faculty Mentors Sample Responsesmentioning

confidence: 99%

See 2 more Smart Citations

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

2022

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In this open-access book, authors from a range of disciplines—from geosciences to drama—capture how failure manifests and can be productively supported in a range of undergraduate research experiences. Whether the learning environment is a STEM research lab, a course-based undergraduate research experience (CURE), a humanities summer undergraduate research experience, a library, or the stage, students can benefit from support when they experience a gap between an expected/desired result and their lived experience. These perspectives and disciplinary contexts address failure from different vantage points and lenses, with the common focal point of nurturing undergraduate success through leveraging failure as an opportunity to build confidence and resilience. Represented are different institutional types, classroom and non-classroom environments, and programmatic and individual efforts.

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Section: Types Of Responses By Faculty Mentors Sample Responsesmentioning

confidence: 92%

Section: Doi: 1018833/cf/7mentioning

confidence: 99%

Section: Types Of Responses By Faculty Mentors Sample Responsesmentioning

confidence: 99%

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Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

2022

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“…Their experience is necessarily interpreted through the lens of their personal identity. URSCI experiences may modify or enlarge the student's identity with respect to professionalism or joining a community of scholars (Palmer et al 2018). Rigorous statistical modeling treats aspects of identity as confounding variables that need to be partitioned from the main effect of URSCI so that a generalizable treatment effect may be uncovered.…”

Section: Modelsmentioning

confidence: 99%

Quantitative Methods in the Assessment of Undergraduate Research, Scholarship, and Creative Inquiry

Lopatto

2023

SPUR

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The dual mission of the Council of Undergraduate Research, to both stimulate the rigorous assessment of undergraduate research programs and encourage models of undergraduate research programs, presents challenges for assessment. This commentary observes the directions taken by assessment when pursuing either a theoretical model of undergraduate research or a role model of undergraduate research. The first direction suggests the goal of generalizable findings afforded by sophisticated quantitative methods. The second direction suggests the goal of transferable programs evaluated with simpler approaches including mere description, graphical presentation, and the evaluation of ostensible confounding variables as support factors for the success of the program. The diversity of undergraduate research and creative inquiry programs points toward the use of student self-disclosures as direct measures of the student experience.

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“…Some students want to add a line to their résumés; others want to gain skills for landing a job after graduation or simply to explore their interests by learning more about ours. The undergraduate research experience (URE) is known to support student success in all these many ways (Ishiyama 2002;Ishiyama and Breuning 2003;Palmer et al 2008), to boost faculty productivity (Morales, Grineski, and Collins 2018), and to serve the university's bottom line (Morrison et al 2019). Yet the traditional URE model-a onesemester or one-term apprenticeship that targets one or two exceptional students-fails to meet many student goals.…”

mentioning

confidence: 99%

A Student-Centered, Expanded Approach to the Undergraduate Research Experience

Livny

2023

APSC

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Student involvement in faculty research is on the rise because it serves at least three sets of interests: (1) students’ desire to build their résumés and develop close relationships with faculty members; (2) faculty members’ hope of getting research support from bright, attentive assistants; and (3) universities’ wish to publicize these opportunities to incoming student and faculty cohorts. At times, faculty members may come to see their undergraduate researchers as a source of inexpensive but high-quality labor, forgetting that they are students who are at the university to learn critical skills. In this article, I make the case for a student-centered approach to the undergraduate research experience (URE), which combines a traditional apprenticeship with a curriculum in the “what,” “why,” and “how” of research and expands the program over multiple semesters, supporting a team of student apprentices. I argue that this approach meets more of students’ goals while also supporting faculty and university interests. I describe the multi-semester URE that I have developed and provide tools to faculty members who want to adapt this program to their home institution.

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The Influence of Mentored Undergraduate Research on Students' Identity Development

Cited by 5 publications

References 0 publications

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

Confronting Failure: Building Confidence and Resilience in Undergraduate Researchers

Quantitative Methods in the Assessment of Undergraduate Research, Scholarship, and Creative Inquiry

A Student-Centered, Expanded Approach to the Undergraduate Research Experience

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