Peer mentoring for undergraduates in a research-focused diversity initiative
To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.
Building Infrastructure Leading to Diversity (BUILD) Initiative (2016, April 15). Retrieved from https://www.nigms.nih.gov/training/dpc/pages/build.aspx
Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38(6), 727-742. https://doi.org/10.1023/A:1024911904627
Castleman, B. L., & Page, L. C. (2014). Summer nudging: Can personalized text messages and peer mentor outreach increase college going among low-income high school graduates? Journal of Economic Behavior & Organization, 115, 144-160. https://doi.org/10.1016/j.jebo.2014.12.008
Chang, M. J., Sharkness, J., Hurtado, S., & Newman, C. B. (2014). What matters in college for retaining aspiring scientists and engineers from underrepresented racial groups. Journal of Research in Science Teaching, 51(5), 555-580. https://doi.org/10.1002/tea.21146
Chemers, M. M., Zurbriggen, E. L., Syed, M., Goza, B. K., & Bearman, S. (2011). The role of efficacy and identity in science career commitment among underrepresented minority students. Journal of Social Issues, 67(3), 469-491. https://doi.org/10.1111/j.1540-4560.2011.01710.x
Collier, P. J. (2015). Developing effective student peer mentoring programs: A practitioner’s guide to program design, delivery, evaluation, and training. Sterling, VA: Stylus Publishing.
De Janasz, S. C., & Sullivan, S. E. (2004). Multiple mentoring in academe: Developing the professorial network. Journal of Vocational Behavior, 64, 263-283. https://doi.org/10.1016/j.jvb.2002.07.001
Department of Health and Human Services (2013, December 19). RFA-RM-13-016: NIH Building Infrastructure Leading to Diversity (BUILD) Initiative (U54). Retrieved from: http://grants.nih.gov/grants/guide/rfa-files/RFA-RM-13-016.html
Enhancing the diversity of the NIH-funded workforce (2016, July 26). Retrieved from: https://www.nigms.nih.gov/training/dpc/Pages/default.aspx
Gazley, J. L., Remich, R., Naffziger-Hirsch, M. E., Keller, J., Campbell, P. B., & McGee, R. (2014). Journal of Research in Science Teaching, 51(8), 1021-1048. https://doi.org/10.1002/tea.21164
Ginther, D. K., Schaffer, W. T., Schnell, J., Masimore, B., Liu, F., Haak, L. L., & Kington, R. (2011). Race, ethnicity, and NIH research awards. Science, 333(6045), 1015-1019. https://doi.org/10.1126/science.1196783
Guise, J. M., Geller, S., Regensteiner, J. G., Raymond, N., & Nagel, J. (2016). Team mentoring for interdisciplinary team science: Lessons from K12 scholars and directors. Academic Medicine, 92(2), 214-221.
Higgins, M. C., & Thomas, D. A. (2001). Constellations and careers: Toward understanding the effects of multiple developmental relationships. Journal of Organizational Behavior, 22, 223-247. https://doi.org/10.1002/job.66
Hill, R., & Reddy, P. (2007). Undergraduate peer mentoring: An investigation into processes, activities and outcomes. Psychology Learning and Teaching, 6, 98-103. https://doi.org/10.2304/plat.2007.6.2.98
Hunter, A., Laursen, S. L., Seymour, E. (2007). Becoming a scientist: The role of undergraduate research in students’ cognitive, personal, and professional development. Science Education, 91(1), 36-74. https://doi.org/10.1002/sce.20173
Hurtado, S., Han, J. C., Saenz, V. B., Espinosa, L. L., Cabrera, N. L., & Cerna, O. S. (2007). Predicting the transition and adjustment to college: Biomedical and behavioral science aspirants’ and minority students’ first year of college. Research in Higher Education, 48(7), 841-887. https://doi.org/10.1007/s11162-007-9051-x
Keller, T. E., Collier, P. J., Blakeslee, J. E., Logan, K., McCracken, K., & Morris, C. (2014). Early career mentoring for translational researchers: Mentee perspectives on challenges and issues. Teaching and Learning in Medicine: An International Journal, 26(3), 211-216. https://doi.org/10.1080/10401334.2014.883983
Keller, T. E., Logan, K., Zell, A., Lindwall, J., & Beals, C. (2016). Monitoring and supporting a multi-faceted, multi-institutional student mentoring program. In Dominquez, N. & Gandert, Y. (Eds.) 9th Annual Mentoring Conference Proceedings: Developmental Networks—The Power of Mentoring and Coaching. Albuquerque, NM: University of New Mexico.
Kendricks, K. D., Nedunuri, K. V., & Arment, A. R. (2013). Minority student perceptions of the impact of mentoring to enhance academic performance in STEM disciplines. Journal of STEM Education: Innovations and Research, 14(2), 38-46. Retrieved from http://jstem.org/index.php?journal=JSTEM
Kuh, G. D., Kinzie, J., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Washington, D.C.: National Postsecondary Education Cooperative of National Center for Education Statistics Institute of Education Sciences. Retrieved from https://nces.ed.gov/npec/pdf/Kuh_Team_Report.pdf
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., & Stone, E. (2015). Undergraduate research experiences: Impacts and opportunities. Science, 347(6222), 1261757. https://doi.org/10.1126/science.1261757
Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. CBE-Life Sciences Education, 6(4), 297-306. https://doi.org/10.1187/cbe.07-06-0039
McGee, R., Saran, S., & Krulwich, T. A. (2012). Diversity in the biomedical research workforce: Developing talent. Mount Sinai Journal of Medicine, 79(3), 397-411. https://doi.org/10.1002/msj.21310
Mitchell, D. A, & Lassiter, S. A. (2006). Addressing health care disparities and increasing workforce diversity: The next step for the dental, medical, and public health professions. American Journal of Public Health, 96 (12), 2093–2097. https://doi.org/10.2105/AJPH.2005.082818
Nora, A., & Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention, 9(3), 337-356. https://doi.org/10.2190/CS.9.3.e
Packard, B. W., Walsh, L., & Seidenberg, S. (2004). Will that be one mentor or two? A cross-sectional study of women’s mentoring during college. Mentoring and Tutoring: Partnership in Learning, 12(1), 71-85. https://doi.org/10.1080/1361126042000183039
Pfund C, Branchaw, J., & Handelsman, J. (2015). Entering Mentoring Version 2. New York, NY: W.H. Freeman & Co.
Reason, R. D. (2009). An examination of persistence research through the lens of a comprehensive conceptual framework. Journal of College Student Development, 50(6), 659-682. https://doi.org/10.1353/csd.0.0098
Richardson, D. M., Keller, T. E., Wolf, D., Zell, A., Morris, C., & Crespo, C. (2016). BUILD EXITO: Supporting diversity in health-focused research across U.S. Pacific states and territories. Manuscript submitted for publication.
Russell, S. H., Hancock, M. P., McCullough, J. (2007). Benefits of undergraduate research experiences. Science, 316(5824), 548-549. https://doi.org/10.1126/science.1140384
Schreiner, L. A., Noel, P., Anderson, E. C., & Cantwell, L. (2011). The impact of faculty and staff on high-risk college student persistence. Journal of College Student Development, 52(3), 321-338. https://doi.org/10.1353/csd.2011.0044
Shanahan, J. O., Ackley-Holbrook, E., Hall, E., Stewart, Kearsley, S., Walkington, H. (2015). Ten salient practices of undergraduate research mentors: A review of the literature. Mentoring & Tutoring: Partnership in Learning, 23(5), 359-376. https://doi.org/10.1080/13611267.2015.1126162
Shaw, K., Holbrook, A., & Bourke, S. (2013). Student experience of final-year undergraduate research projects: an exploration of 'research preparedness'. Studies in Higher Education, 38(5), 711-727. https://doi.org/10.1080/03075079.2011.592937
Syed, M., Azmitia, M., & Cooper, C. R. (2011). Identity and academic success among underrepresented ethnic minorities: An interdisciplinary review and integration. Journal of Social Issues, 67(3), 442-468. https://doi.org/10.1111/j.1540-4560.2011.01709.x
Terrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring, 15(2), 149-164. https://doi.org/10.1080/13611260601086311
Thiry, H., & Laursen, S. L. (2011). The role of student-advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20(6), 771-784. https://doi.org/10.1007/s10956-010-9271-2
Valantine, H. A., & Collins, F. S. (2015). National Institutes of Health addresses the science of diversity. Proceedings of the National Academy of Sciences, 112(40), 12240-12242.
van Emmerik, I. J. H. (2004). The more you can get the better: Mentoring constellations and intrinsic career success. Career Development International, 9(6), 578-594. https://doi.org/10.1108/13620430410559160
Wallace, D., Abel, R., & Ropers-Huilman, B. (2000). Clearing a path for success: Deconstructing borders through undergraduate mentoring. The Review of Higher Education, 24(1), 87–102. https://doi.org/10.1353/rhe.2000.0026
Weaver G.C., Russell C.B., & Wink D.J. (2008). Inquiry-based and research-based laboratory pedagogies in undergraduate science. Nature Chemical Biology, 4(10), 577– 580. https://doi.org/10.1038/nchembio1008-577
Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1), 14. https://doi.org/10.1186/s40594-016-0043-2