Special Issue: Diversity, Equity, and Inclusion in Undergraduate Research Mentoring

Letter from the Guest Editors for Issue 12.1 (Coming soon)

Buffie Longmire-Avital, Ph.D.
Professor of Psychology and Director of the Black Lumen Project, Elon University

Jenny Shanahan, Ph.D.
Assistant Provost for High Impact Practices, Bridgewater State University

Sophie Pierszlowski, Ph.D.
Director, Office of Undergraduate Research, University of Washington

Dialogue

Mentoring for Equity and Inclusion: Strategies for Balancing Student Advocacy and Empowerment

Abstract: Although effective mentorship is a critical component of the undergraduate research experience, it is rare for mentors to receive formal training in such practices. To address these gaps, we developed an advocacy and empowerment framework to guide research mentors in fostering authentic, inclusive interactions with undergraduate researchers from minoritized groups.

Keywords: mentorship, advocacy, empowerment, undergraduate research, inclusion

Sophie Pierszalowski, Ph.D., University of Washington
Shannon Hong, B.S., University of Washington
Jeff Kenney, Ph.D., Oregon State University
Scott Vignos, J.D., Oregon State University

Research Article

Applying a Neuroinclusive Lens to the Salient Practices Framework for Undergraduate Research Mentoring

Abstract: Mentored undergraduate research is a high-impact and transformative experience for student development and professional outcomes. Mentoring practices must intentionally attend to identity differences among mentors and students. The goal of this paper is to apply a neuroinclusive and neuroaffirming lens to The Ten Salient Practices of Mentoring Undergraduate Research to support neurodiverse communities in undergraduate research.

Keywords: neurodiversity, inclusion, equity

Caroline J. Ketcham, Ph.D., Elon University
Eric E. Hall, Ph.D., Elon University

Dialogue

Creating a Supportive Network: The Significance of Non-Faculty Mentors for HURM STEM Undergraduate Researchers

Abstract: Mentoring is a critical component of undergraduate research experiences. This paper examines the role of non-faculty mentors in supporting historically underrepresented minority (HURM) STEM students participating in undergraduate research. Through vignettes, it highlights the importance of diverse mentorship for HURM students’ success.

Keywords: Undergraduate research, mentoring, extended network, HURM, STEM

Stephanie K. Ramos, M.S., Oregon State University
Diana E. Park, M.L.I.S., Oregon State University

Note: Additional articles in this issue will be published during Fall 2024.