PURM 4.1

Special Issue: Inclusion of Students from Historically Underrepresented Groups in Undergraduate Research

Letter from the Guest Editor for Issue 4.1
Buffie Longmire-Avital, Elon University

Research Articles
Participation in Undergraduate Research at Minority-Serving Institutions
Abstract: This research used a national dataset to examine factors associated with participation for underrepresented minority (URM) students, benefits of participation at minority-serving institutions, and examples of programs that work to decrease barriers for URM participation in UR. Findings showed that Latino and first-generation students participated in UR less than White peers, but students at Minority Serving Institutions who participated in research with a faculty member reported using more learning strategies, increased collaboration, and having more experience with quantitative reasoning than students not participating in an UR experience.
Heather Haeger, Ph.D., California State University, Monterey Bay, US
Allison BrckaLorenz, Ph.D., Indiana University, US
Karen Webber, Ph.D., University of Georgia, US

Increasing the Participation of Historically Underrepresented Groups in Undergraduate Research using Federal Work-Study
Abstract: The Students as Scholars initiative at George Mason University provides opportunities for undergraduate students to participate in research and creative activities. Using institutional and program data this paper demonstrates how offering Federal Work-Study Research Assistantships to economically disadvantaged students also increases the number of historically underrepresented groups participating in research.
Denise Wanda Nazaire, MS, George Mason University, US
Dr. Bethany McKay Usher, Ph.D, George Mason University, US

Simplify-Guide-Progress-Collaborate: A Model for Class-Based Undergraduate Research
Abstract: Undergraduate research is a high-impact educational practice that may be employed in virtually all courses. We describe how students may design and conduct their own research projects as part of a living learning community in their first semester of college, including the structure, products, and evaluations of their research experience.
Donald A. Saucier Ph.D., Kansas State University, US
Amanda L. Martens M.S., Kansas State University, US

Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds
Abstract: Undergraduate science experiences can launch science careers, however poor research or learning experiences can cause an early exit from science. We established near-peer mentoring programs for underrepresented students to address these limitations. We observed beneficial outcomes for mentees and unexpectedly found mentors gained from these experiences, emphasizing the program’s impact.
Gloriana Trujillo, San Francisco State University, US
Pauline G. Aguinaldo, San Francisco State University, US
Chelsie Anderson, San Francisco State University, US
Julian Bustamante, San Francisco State University, US
Diego R. Gelsinger, San Francisco State University, US
Maria J. Pastor, San Francisco State University, US
Jeanette Wright, San Francisco State University, US
Leticia Márquez-Magaña, San Francisco State University, US
Blake Riggs, San Francisco State University, US

Seeing the Unseen: Lessons from a Case Study on Mentoring Underrepresented Students in Research
Abstract: This paper explores how to engage and mentor underrepresented students in undergraduate research. We examine critical events related to mentoring experiences of undergraduate researchers who were transfer students and their faculty research mentor. Lessons learned highlight how faculty members and institution may create a welcoming learning environment for emerging scholars.
Estrella Ochoa, University of Arizona, US
Laura Gail Lunsford, University of Arizona, US
Cindy Elizabeth Chavarria Minera, University of Arizona, US
Amanda Fosmire, University of Arizona, US

Historically Black Colleges And Universities: Undergraduate Research, Mentoring And The Graduate Pipeline
Abstract: This paper examines the history of Historically Black colleges and universities (HBCUs), their importance to graduate school pipeline for African Americans, mentoring as an important component of undergraduate research experiences (UGREs), and the development of research collaborations with neighboring institutions. Recommendations to university administrators, faculty members, and students to encourage research opportunities for HBCUs are discussed with the intent of infusing a greater interest and effort to develop new and sustain existing UGREs.
Dave A. Louis, Ph.D., Texas Tech University, US
LaTricia L. Phillips, Texas Tech University, US
Sarah L. Louis, Michigan State University, US
Andre R. Smith, University of Notre Dame, US

Undergraduate Research: An Essential Piece for Underrepresented Students’ College Success
Abstract: This literature review examines how undergraduate research supports an enhanced college experience, retention, and degree completion among underrepresented students. The involvement of institutions in promoting undergraduate research to support personal and professional skills development for underrepresented students and advancement in faculty activities is also explored.
Yuleinys A. Castillo, Ph.D., Stephen F. Austin State University, US
Antonio G. Estudillo, Ph.D., Monmouth University, US

Call for Papers for our next Special Issue on Mentoring Undergraduate Research in the Professional Disciplines: Special Issue 2016