Enhancing the Mentoring Experience for Underrepresented Students

Autor/inn/en	Johanson, Kelly E.; DeFreece, Cecily B.; Morgan, Kathleen M.
Titel	Enhancing the Mentoring Experience for Underrepresented Students
Quelle	In: Journal of Chemical Education, 99 (2022) 1, S.508-512 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Johanson, Kelly E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-9584
DOI	10.1021/acs.jchemed.1c00461
Schlagwörter	Undergraduate Students; STEM Education; Disproportionate Representation; Mentors; Inclusion; Student Needs; Guidance; Student Experience; College Faculty; Minority Group Students; Student Research; Teacher Student Relationship; Louisiana + Suchen Sie Ihr Suchwort? STEM; Inklusion; Beratung; Studienerfahrung; Fakultät; Studentenforschung; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	Undergraduate research is a valuable experience that increases the likelihood of a STEM major to continue on to postgraduate training in their field. For students from groups underrepresented in the biomedical sciences, a strong mentoring relationship during this undergraduate period is a key component in preparing them for the next stage of their education and can have a significant influence on their ability to persist in the pipeline. Although the ideal scenario to increase the diversity of the biomedical workforce is to provide more BIPOC (Black, Indigenous, People of Color) faculty mentors for our undergraduates, we also need to develop strategies to provide strong mentoring experiences for our BIPOC students when those mentors are not in great number. At Xavier University of Louisiana, we have used our NIH BUILD Project Pathways program to look more closely at the mentor matching process. Throughout the past seven years, we have moved from the traditional mentor, research-focused matching process to a student-centered process. The lessons learned here can be used by any University looking to craft an inclusive undergraduate research program to meet the needs of all students, but in particular a diverse student population. (As Provided).
Anmerkungen	Division of Chemical Education, Inc. and ACS Publications Division of the American Chemical Society. 1155 Sixteenth Street NW, Washington, DC 20036. Tel: 800-227-5558; Tel: 202-872-4600; e-mail: eic@jce.acs.org; Web site: http://pubs.acs.org/jchemeduc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11