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Brew, A., & Jewell, E. (2012). Enhancing quality learning through experiences of research-based learning: Implications for academic development. International Journal for Academic Development, 17(1), 47–58. doi:10.1080/1360144X.2011.586461
Brew, A., & Mintai, L. (2017). Academics’ perceptions of the challenges and barriers to implement research-based experiences for undergraduates. Teaching in Higher Education, 22, 551–568. doi:10.1080/13562517.2016.1273216
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Butz, Amanda R., Kimberly Spencer, Nancy Thayer-Hart, Ivan E. Cabrera, and Angela Byars-Winston. “Mentors’ motivation to address race/ethnicity in research mentoring relationships.” Journal of diversity in higher education 12, no. 3 (2019): 242.
Byars-Winston, Angela, Jenna Griebel Rogers, Nancy Thayer-Hart, Sherilynn Black, Janet Branchaw, and Christine Pfund. “A randomized controlled trial of an intervention to increase cultural diversity awareness of research mentors of undergraduate students.” Science Advances 9, no. 21 (2023): eadf9705.
Byars‐Winston, Angela M., and Nadya A. Fouad. “Metacognition and multicultural competence: Expanding the culturally appropriate career counseling model.” The Career Development Quarterly 54, no. 3 (2006): 187-201.
Byars-Winston, Angela M. “Racial ideology in predicting social cognitive career variables for Black undergraduates.” Journal of Vocational Behavior 69, no. 1 (2006): 134-148.
Campbell, T. A., & Campbell, D. E. (1997). Faculty/student mentor program: Effects on academic performance and retention. Research in Higher Education, 38, 727–742.10.1023/A:1024911904627
Carnes, Molly, Patricia G. Devine, Carol Isaac, Linda Baier Manwell, Cecelia E. Ford, Angela Byars-Winston, Eve Fine, and Jennifer Sheridan. “Promoting institutional change through bias literacy.” Journal of diversity in higher education 5, no. 2 (2012): 63.
Cartrette, D. P., B. M. Melroe-Lehrman, describing changes in undergraduate students’ preconceptions of research activities. Res. Sci. Educ. 42, 1073–1100 (2012). doi:10.1007/s11165-011-9235-4
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Collins, T. W., Grineski, S. E., Shenberger, J., Morales, D. X., Morera, O., & Echegoyen, L. E. (2017). Undergraduate research participation improves educational outcomes. Journal of College Student Development, 58(4), 583–600.
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Craney, C., McKay, T., Mazzeo, A., Morris, J., Prigodich, C., & De Grout, R. (2011). Cross discipline perceptions of the undergraduate research experience. Journal of Higher Education, 82(1), 93-113. https://doi.org/10.1080/00221546.2011.11779086
Daniels, H., Grineski, S. E., Collins, T. W., Morales, D. X., Morera, O., & Echegoyen, L. (2016). Factors influencing student gains from undergraduate research experiences at a Hispanic-serving institution. CBE Life Sciences Education, 15(3). https://doi.org/10.1187/cbe.15-07-0163
Davis, S. N., and Jones, R. M. (2017). Understanding the role of the mentor in developing research competency among undergraduate researchers. Mentor. Tutor. 25, 455–465. doi: 10.1080/13611267.2017.1403534
de Kleijn, R. A., P. C. Meijer, A. Pilot, and M. Brekelmans. 2014. “The Relation between Feedback Perceptions and the Supervisor–Student Relationship in Master’s Thesis Projects.” Teaching in Higher Education 19: 336–349.10.1080/13562517.2013.860109
Derounian, J. 2011. “Shall We Dance? The Importance of Staff–Student Relationships to Undergraduate Dissertation Preparation.” Active Learning in Higher Education 12: 91–100.10.1177/1469787411402437
Desai, K. V., S. N. Gatson, T. W. Stiles, R. H. Stewart, G. A. Laine, and C. M. Quick. 2008. Integrating research and education at research-extensive universities with research-intensive communities. Adv. Physiol. Educ. 32:136–141. https://doi.org/10.1152/advan.90112.2008
Dexter, B., and Seden, R. (2012). ‘It’s really making a difference’: how small-scale research projects can enhance teaching and learning. Innov. Educ. Teach. Int. 49, 83–93. doi: 10.1080/14703297.2012.647786
Dolan E, Johnson D (2009) Toward a holistic view of undergraduate research experiences: an exploratory study of impact on graduate/postdoctoral mentors. J Sci Educ Technol 18:487–500. https://doi.org/10.1007/s10956-009-9165-3
Dolan, E. L., D. Johnson, The undergraduate-postgraduate-faculty triad: Unique functions and tensions associated with undergraduate research experiences at research universities. CBE Life Sci. Educ. 9, 543–553 (2010). doi: 10.1187/ cbe.10-03-0052; pmid: 21123701
Edwards, D. F., & Thatcher, J. (2004). A student-centered tutor-led approach to teaching research methods. Journal of Further and Higher Education, 28, 195–206. doi:10.1080/0309877042000206750
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Fife, John E., Sherrod Bond, and Angela Byars-Winston. “Correlates and predictors of academic self efficacy among African American students.” Education 132, no. 1 (2011).
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Thiry, H., Weston, T. J., Laursen, S. L., & Hunter, A. B. (2012). The benefits of multi-year research experiences: Differences in novice and experienced students’ reported gains from undergraduate research. CBE Life Sciences Education, 11(3), 260– 272. https://doi.org/10.1187%2Fcbe.11-11-0098. doi: 10.1187/ cbe.11-11-0098; pmid: 22949423
Turner, N., B. Wuetherick, and M. Healey. 2008. “International Perspectives on Student Awareness, Experiences and Perceptions of Research: Implications for Academic Developers in Implementing Research-based Teaching and Learning.” International Journal for Academic Development 13 (3): 191–211. doi: 10.1080/13601440802242333
Vera, J., and Briones, E. (2015). Students’ perspectives on the processes of supervision and assessment of undergraduate dissertations. Cult. Educ. 27, 726–765. doi: 10.1080/11356405.2015.1089391
Wayment, H. A., & Dickson, K. L. (2008). Increasing student participation in undergraduate research benefits students, faculty, and department. Teaching of Psychology, 35, 194–197.10.1080/00986280802189213
Wenzel, T. J. (1997). What is undergraduate research? CUR Quarterly, 17, 163.
Willison, J., & O’Regan, K. (2007). Commonly known, commonly not known, totally unknown: A framework for students becoming researchers. Higher Education Research & Development, 26, 393–409. http://dx.doi.org/10.1080/07294360701658609
Wilson, A. , S. Howitt, P. Roberts, P., G. Åkerlind, K. Wilson, Connecting expectations and experiences of students in a research-immersive degree. Stud. High. Educ. 38, 1562 (2013). doi: 10.1080/03075079.2011.633163
Wilson, A., S. Howitt, K. Wilson, and P. Roberts. 2012. “Academics’ Perceptions of the Purpose of Undergraduate Research Experiences in a Research-Intensive Degree.” Studies in Higher Education 37 (5): 513–526. doi: 10.1080/03075079.2010.527933
Wisker, G. (2009). The Undergraduate Research Handbook. New York, NY: Palgrave MacMillan.10.1007/978-0-230-36496-7
Womack, Veronica Y., Christine V. Wood, Stephanie C. House, Sandra C. Quinn, Stephen B. Thomas, Richard McGee, and Angela Byars-Winston. “Culturally aware mentorship: Lasting impacts of a novel intervention on academic administrators and faculty.” PloS one 15, no. 8 (2020): e0236983.
Yaffe, K., Bender, C., and Sechrest, L. (2014). How does undergraduate research experience impact career trajectories and level of career satisfaction: a comparative survey. J. Coll. Sci. Teach. 44, 25–33. doi: 10.2505/4/jcst14_044_01_2
Zimbardi, K., and P. Myatt. 2014. “Embedding Undergraduate Research Experiences Within the Curriculum: A Cross-Disciplinary Study of the Key Characteristics Guiding Implementation.” Studies in Higher Education 39 (2): 233–250. doi: 10.1080/03075079.2011.651448
Arts and Communications
Crawford, I., & Shanahan, J. O. (2014). Undergraduate research in the arts and humanities: Challenges, opportunities, and rewards. In I. Crawford, S. Orel, & J. O. Shanahan (Eds.), How to get started in arts and humanities research with undergraduates (pp. 1–11). Washington, DC: Council on Undergraduate Research.
Klos, N. Y., Shanahan, J. O., & Young, G. (Eds.). (2011). Creative inquiry in the arts and humanities: Models of undergraduate research. Washington, DC: Council on Undergraduate Research.
Levenson, C. (2010). Enhancing undergraduate research in the arts and humanities. Peer Review, 12, 13–15.
Business
Booth, C., & Harrington, J. (2003). Research methods modules and undergraduate business research: An investigation. International Journal of Management Education, 3, 19-31. http://dx.doi.org/10.3794/ijme.33.78
Jalbert, T. (2008). Experiences in publishing peer-reviewed research with undergraduate accounting and finance students. Journal of Accounting Education, 26(3), 104–117. https://doi.org/10.1016/j.jaccedu.2008.08.003
Malcolm, M. (2012). Examining the implications of learner and supervisor perceptions of undergraduate dissertation research in business and management. Teaching in Higher Education, 17, 565–576. doi:10.1080/13562517.2011.641005
Education
Bell, J. 1987. Doing your research project: a guide for first-time researchers in education and social science, Milton Keynes: Open University Press.
Paige, R. M., & Goode, M. (2009). Intercultural competence in international education administration: Cultural mentoring. In D. K. Deardorff (Ed.), The SAGE handbook of intercultural competence (pp. 121–140). Thousand Oaks, CA: SAGE.
Slobodzian, J. T., & Pancsofar, N. (2014). Integrating undergraduate research into teacher training: supporting the transition from learner to educator. Council on Undergraduate Research Quarterly, 34(3), 43–47.
Engineering
Adedokun, O. A. A. B. Bessenbacher, L. C. Parker, L. L. Kirkham, W. D. Burgess, Research skills and STEM undergraduate research students’ aspirations for research careers: Mediating effects of research self-efficacy. J. Res. Sci. Teach. 50, 940–951 (2013). doi: 10.1002/tea.21102
Balster, N., C. Pfund, R. Rediske, and J. Branchaw. 2010. “Entering Research: A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines.” Cell Biology Education 9: 108–118. doi: 10.1187/cbe.09-10-0073
Bowling, B., H. Bullen, M. Doyle, and J. Filaseta. Retention of STEM majors using early undergraduate research experiences. In Proc. SIGCSE ’13.
Byars‐Winston, Angela. “Toward a framework for multicultural STEM‐focused career interventions.” The Career development quarterly 62, no. 4 (2014): 340-357.
Byars-Winston, Angela, Yannine Estrada, Christina Howard, Dalelia Davis, and Juan Zalapa. “Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.” Journal of counseling psychology 57, no. 2 (2010): 205.
Byars-Winston, Angela, and Maria Lund Dahlberg. The Science of Effective Mentorship in STEMM. Consensus Study Report. National Academies Press. 500 Fifth Street NW, Washington, DC 20001, 2019.
Byars-Winston, Angela, and Amanda R. Butz. “Measuring research mentors’ cultural diversity awareness for race/ethnicity in STEM: Validity evidence for a new scale.” CBE—Life Sciences Education 20, no. 2 (2021): ar15.
Carter D, Ro H, Alcott B, Lattuca L. 2016. Co-curricular connections: The role of undergraduate research experiences in promoting engineering students’ communication, teamwork, and leadership skills. Research in Higher Education 57: 363–393. 10.1007/s11162-015-9386-7
Carter, F. D., M. Mandell, K. I. Maton, The influence of on-campus, academic year undergraduate research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program. Educ. Eval. Policy Anal. 31, 441–462 (2009). doi: 10.3102/0162373709348584; pmid: 21785521
Carter F, Mandell M, Maton K. 2009. The influence of on-campus, academic year undergraduate research on STEM PhD outcomes: Evidence from the Meyerhoff Scholarship Program. Educational Evaluation and Policy Analysis 31: 441–462. https://doi.org/10.3102/0162373709348584
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
Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300. https://psycnet.apa.org/doi/10.1353/csd.0.0018
Dahlberg, Maria Lund, and Angela Byars-Winston, eds. “The science of effective mentorship in STEMM.” (2020).
Graham, Mark J., Jennifer Frederick, Angela Byars-Winston, Anne-Barrie Hunter, and Jo Handelsman. “Increasing persistence of college students in STEM.” Science 341, no. 6153 (2013): 1455-1456.
Grineski, S., Daniels, H., Collins, T, Morales, D. X., Frederick, A., and Garcia, M. (2018). The conundrum of social class: disparities in publishing among stem students in undergraduate research programs at a Hispanic majority institution. Sci. Educ. 102, 283–303. doi: 10.1002/sce.21330
Kobulnicky, H. A., and Dale, D. A. (2016). A community mentoring model for STEM undergraduate research experiences. J. Coll. Sci. Teach. 45, 17–23. doi: 10.2505/4/jcst16_045_06_17
National Academy of Sciences. 2007. Rising above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. National Academies Press. ———. 2017. Undergraduate Research Experiences for STEM Students: Successes, Challenges, and Opportunities. National Academies Press.
Rodenbusch S, Hernandez PR, Simmons SL, Dolan EL. 2016. Early engagement in course-based research increases graduation rates and completion of science, engineering, and mathematics degrees. CBE–Life Sciences Education 15: 1–10. https://doi.org/10.1187%2Fcbe.16-03-0117
Russell SH (2005) Evaluation of NSF support for undergraduate research opportunities: survey of STEM graduates (contributors—Ailes C, Hancock M, McCullough J, Roessner JD, Storey C). SRI International, Menlo Park. Retrieved 7/17/07 from http://www.sri.com/policy/csted/reports/
Thiry, H., S. L. Laursen, A.-B. Hunter, What experiences help students become scientists?: A comparative study of research and other sources of personal and professional gains for STEM undergraduates. J. Higher Educ. 82, 357–388 (2011). doi: 10.1353/jhe.2011.0023
Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. (2002a). Impact of undergraduate research experience in engineering. Journal of Engineering Education, 91(2), 151–157. https://doi.org/10.1002/j.2168-9830.2002.tb00687.x
Zydney, A. L., Bennett, J. S., Shahid, A., & Bauer, K. (2002b). Faculty perspectives regarding the undergraduate research experience in science and engineering. Journal of Engineering Education, 91(3), 291–297. https://doi.org/10.1002/j.2168-9830.2002.tb00706.x
Humanities and Social Sciences
Allen, J. C. 1991. Integrating undergraduate research with a writing program. Journal of Geological Education 39(3): 224-226.
American Psychological Association (2006). APA guidelines for the undergraduate psychology major. Retrieved from www.apa.org/ed/ precollege/about/psymajor-guidelines.pdf.
American Psychological Association (APA). (2003). Guidelines on multicultural education, training, research, practice, and organizational change for psychologists. American Psychologist, 58, 377– 402. http:// dx.doi.org/10.1037/0003-066X.58.5.3774
American Psychological Association (APA). (2011a). Resource guide for psychology graduate students with disabilities (2nd ed.). Retrieved from http://apa.org/pi/disability/resources/publications/resource-guide.aspx
American Psychological Association of Graduate Students. (2010). APAGS resource guide for ethnic minority graduate students. Retrieved from http://apa.org/apags/resources/ethnic-minority-guide.aspx
American Psychological Association (APA). (2011b). Training students with disabilities in testing and assessment. Retrieved from http://www. apa.org/pi/disability/resources/publications/testing-handbook.pdf
American Psychological Association of Graduate Students. (2015). Proud and prepared: A guide for LGBT students navigating graduate training. Retrieved from http://apa.org/apags/resources/lgbt-guide.aspx
Andrews, E. E., & Lund, E. M. (2015). Disability in psychology training: Where are we? Training and Education in Professional Psychology, 9, 210 –216. http://dx.doi.org/10.1037/tep0000085
APA Publications and Communications Board Working Group on Journal Article Reporting Standards. (2008). Reporting standards for research in psychology: Why do we need them? What might they be? American Psychologist, 63,839–851. http://dx.doi.org/10.1037/0003-066X.63.9.839
Appelbaum, M., Cooper, H., Kline, R. B., Mayo-Wilson, E., Nezu, A. M., and Rao, S. M. (2018). Journal article reporting standards for quantitative research in psychology: The APA publications and communications board task force report. Am. Psychol. 73, 3–25. doi: 10.1037/amp0000191
Appleby, D. C. (2018). Preparing psychology majors to enter the workforce: Then, now, with whom, and how. Teach. Psychol. 45, 14–23. doi: 10.1177/0098628317744944
Atkinson, D. R., Neville, H., & Casas, A. (1991). The mentorship of ethnic minorities in professional psychology. Professional Psychology: Research and Practice, 22, 336 –338. http://dx.doi.org/10.1037/0735-7028 .22.4.336
Auchincloss L, et al. 2014. Assessment of course-based undergraduate research experiences: A meeting report. CBE–Life Sciences Education 13: 29–40. https://doi.org/10.1187/cbe.14-01-0004
Baker S. B., Daniels T. G., Greeley A. T. (1990). Systematic training of graduate-level counselors: Narrative and meta-analytic reviews of three major programs. Counseling Psychologist, 18, 355–421. https://psycnet.apa.org/doi/10.1177/0011000090183001
Bannister P Todd M (2002) Staff experiences and perceptions of supervising undergraduate dissertations in the social sciences International Journal of Learning, 9.
Bell, J. 1987. Doing your research project: a guide for first-time researchers in education and social science, Milton Keynes: Open University Press.
Bettencourt BA, Bol L, Fraser SC (1994) Psychology graduate students as research mentors of undergraduates: a national survey. Psychol Rep 75(2):963–970
Byars-Winston, Angela M., Janet Branchaw, Christine Pfund, Patrice Leverett, and Joseph Newton. “Culturally diverse undergraduate researchers’ academic outcomes and perceptions of their research mentoring relationships.” International journal of science education 37, no. 15 (2015): 2533-2554.
Byars-Winston, Angela, and Jenna Griebel Rogers. “Testing intersectionality of race/ethnicity× gender in a social–cognitive career theory model with science identity.” Journal of counseling psychology 66, no. 1 (2019): 30.
Byars-Winston, Angela, Jacob Diestelmann, Julia N. Savoy, and William T. Hoyt. “Unique effects and moderators of effects of sources on self-efficacy: A model-based meta-analysis.” Journal of Counseling Psychology 64, no. 6 (2017): 645.
Callahan, J. L., Ruggero, C. J., & Parent, M. C. (2013). Hidden gems among clinical psychology training programs. Training and Education in Professional Psychology, 7, 278 –284. http://dx.doi.org/10.1037/ a0034233
Callahan, J. L., Smotherman, J. M., Dziurzynski, K. E., Love, P.K., Kilmer, E. D., Neimann, Y. F., et al. (2018). Diversity in professional psychology training-to-workforce pipeline: results from doctoral psychology student population data. Train. Educ. Profss. Psychol. 12:273. doi: 10.1037/tep0000203
Cohen, J. (1962). The statistical power of abnormal-social psychological research: A review. Journal of Abnormal and Social Psychology, 65, 145–153. https://psycnet.apa.org/doi/10.1037/h0045186
Constantine, M. G., Ladany, N., Inman, A. G., & Ponterotto, J. G. (1996). Students’ perceptions of multicultural training in counseling psychology programs. Journal of Multicultural Counseling and Development, 24, 241–253. http://dx.doi.org/10.1002/j.2161-1912.1996.tb00306.x
Constantine, M. G. (2001). Multiculturally-focused counseling supervision: Its relationship to trainees’ multicultural counseling self-efficacy. The Clinical Supervisor, 20, 87–98. http://dx.doi.org/10.1300/ J001v20n01_07
Cooley, E. L., Garcia, A. L., and Hughes, J. L. (2008). Undergraduate research in psychology at liberal arts colleges: reflections on mutual benefits for faculty and students. N. Am. J. Psychol. 10, 463–471.
Corley, C. R. (2013). From mentoring to collaborating: Fostering undergraduate research in history. The History Teacher, 46(3), 397-414.
Crawford, I., & Shanahan, J. O. (2014). Undergraduate research in the arts and humanities: Challenges, opportunities, and rewards. In I. Crawford, S. Orel, & J. O. Shanahan (Eds.), How to get started in arts and humanities research with undergraduates (pp. 1–11). Washington, DC: Council on Undergraduate Research.
DeVries, D. N. (2001). Undergraduate research in the humanities: An oxymoron? CUR Quarterly, 21, 153–153.
FitzGerald, W., & Midiri, N. (2013). But is it really research? Undergraduate anxieties in the humanities. Perspectives on Undergraduate Research Mentoring, 2(2). Retrieved from http://blogs.elon.edu/purm/2013/04/12/previous-issue-p-u-r-m-2-2/
Friedrich, J., Buday, E., & Kerr, D. (2000). Statistical training in psychology: A national survey and commentary on undergraduate programs. Teaching of Psychology, 27, 248–257. https://doi.org/10.1207/S15328023TOP2704_02
Gelso, C. J., Baumann, E. C., Chui, H. T., & Savela, A. E. ( 2013). The making of a scientist-psychotherapist: The research training environment and the psychotherapist. Psychotherapy, 50, 139– 149. doi: 10.1037/a0028257
Grahe, J. E., Reifman, A., Hermann, A. D., Walker, M., Oleson, K. C., …& Wiebe, R. P. (2012). Harnessing the undiscovered resource of student research projects. Perspectives on Psychological Science, 7, 605-607. Doi:10.11771745691612459057
Green, D., Callands, T. A., Radcliffe, A. M., Luebbe, A. M., & Klonoff, E. A. (2009). Clinical psychology students’ perceptions of diversity training: A study of exposure and satisfaction. Journal of Clinical Psychology, 65, 1056 –1070. http://dx.doi.org/10.1002/jclp.20605
Hatcher, R. L., & Lassiter, K. D. (2007). Initial training in professional psychology: The practicum competencies outline. Training and Education in Professional Psychology, 1, 49–63. https://psycnet.apa.org/doi/10.1037/1931-3918.1.1.49
Ishiyama J (2002). Does early participation in undergraduate research benefit social science and humanities students? Coll Stud J 36, 380– 387. https://go.gale.com/ps/i.do?p=AONE&u=googlescholar&id=GALE|A95356589&v=2.1&it=r&sid=sitemap&asid=2d392011
Jucks, R., and Hillbrink, A. (2017). Perspective on research and teaching in psychology: enrichment or burden? Psychol. Learn. Teach. 16, 306–322. doi: 10.1177/1475725705205
Kaslow, N. J., Grus, C. L., Campbell, L. F., Fouad, N. A., Hatcher, R. L., & Rodolfa, E. R. (2009). Competency assessment toolkit for professional psychology. Training and Education in Professional Psychology, 3(4 Suppl.), S27–S45. doi:10.1037/a0015833. Retrieved from http://dx.doi.org/10.1037/a0015833
Kierniesky, N. C. (2005). Undergraduate research in small psychology departments: two decades later. Teach. Psychol. 32, 84–90. doi: 10.1207/s15328023top3202_1
Lee, A., & Khawaja, N. G. (2013). Multicultural training experiences as predictors of psychology students’ cultural competence. Australian Psychologist, 48, 209 –216. http://dx.doi.org/10.1111/j.1742-9544.2011 .00063.x
Littlefield, L. (2016). Psychology education and training: a future model. InPsych, 38:8. Available at: https://www.psychology.org.au/inpsych/2016/april/feature (Accessed November 14, 2018).
Lund, E. M., Andrews, E. E., & Holt, J. M. (2014). How we treat our own: The experiences and characteristics of psychology trainees with disabilities. Rehabilitation Psychology, 59, 367–375. http://dx.doi.org/10.1037/ a0037502
Lund, E. M., Andrews, E. E., & Holt, J. M. (2016). A qualitative analysis of advice from and for trainees with disabilities in professional psychology. Training and Education in Professional Psychology, 10, 206 –213. http://dx.doi.org/10.1037/tep0000125
McDorman, T. (2004). Promoting undergraduate research in the humanities: Three collaborative approaches. CUR Quarterly, 25, 39–42.
Miller, R. L., Rycek, R. F, Balcetis, E., Barney, S. T., Beins, B. C., Burns, S. R., et al. (2008). Developing, Promoting, and Sustaining the Undergraduate Research Experience in Psychology. From the Society for the Teaching of Psychology. Available online at: http://teachpsych.org/ebooks/ur2008/ur2008.php (accessed November 1, 2018).
Moore, L. S., F. Avant, and S. F. Austin. 2008. “Strengthening Undergraduate Social Work Research: Models and Strategies.” Social Work Research 32 (4): 231–235. doi: 10.1093/swr/32.4.231
Oakes, J. M. (2002). Risks and wrongs in social science research: an evaluator’s guide to the IRB. Eval. Rev. 26, 443–479. doi: 10.1177/019384102236520
Palladino, J. J., Carsrud, A. L., Hulicka, I. M., & Benjamin, Jr., L. T. (1982). Undergraduate research in psychology: Assessment and directions. Teaching of Psychology, 9, 71–74. doi:10.1207/s15328023top0902_1
Perlman, B. & McCann, L. I. (2005). Undergraduate research experiences in psychology: A national study of courses and curricula. Teaching of Psychology, 32, 5–14. doi:10.1207/s15328023top3201_2
Rand, J. (2015). Researching undergraduate social science research. Teach. High. Educ. 21, 773–789. doi: 10.1080/13562517.2016.1183621
Stuber-McEwen, D., and Thielen-Belveal, K. (2008). “Undergraduate research conferences,” in Developing, Promoting, & Sustaining the Undergraduate Research Experience In Psychology, eds.
Todd, M. J., Smith, K., and Bannister, P. (2006). Supervising a social science undergraduate dissertation: staff experiences and perceptions. Teach. High. Educ. 11, 161–173. doi: 10.1080/13562510500527693
Torrence, M., Thomas, G., & Robinson, E. (1992). The writing experiences of social science research students. Studies in Higher Education, 17(2), 155-168. https://doi.org/10.1080/03075079212331382637
Nursing and Health Sciences
Bliss, D.Z. (2002). Publishing with students: An uncontrolled variable. Nursing Research, 51(6), 345–346. https://doi.org/10.1097/00006199-200211000-00001
Dorsey, L. E., & Baker, C. M. (2004). Mentoring undergraduate nursing students. Nurse Educator, 29, 260–265. https://doi.org/10.1097/00006223-200411000-00013
Greenawald, D. A. 2010. “Faculty Involvement in Undergraduate Research: Considerations for Nurse Educators.” Nursing Education Perspectives 31 (6): 368–371.
Wocial, L. D. (1995). The role of mentors in promoting integrity and preventing scientific misconduct in nursing research. J. Prof. Nurs. 11, 276–280. https://doi.org/10.1016/s8755-7223(05)80008-0
Science
Adedokun, O. A., A. B. Bessenbacher, L. C. Parker, L. L. Kirkham, W. D. Burgess, Research skills and STEM undergraduate research students’ aspirations for research careers: Mediating effects of research self-efficacy. J. Res. Sci. Teach. 50, 940–951 (2013). doi: 10.1002/tea.21102
Bowling, B., H. Bullen, M. Doyle, and J. Filaseta. Retention of STEM majors using early undergraduate research experiences. In Proc. SIGCSE ’13.
Carter, F. D., M. Mandell, K. I. Maton, The influence of on-campus, academic year undergraduate research on STEM PhD Outcomes: Evidence from the Meyerhoff Scholarship Program. Educ. Eval. Policy Anal. 31, 441–462 (2009). doi: 10.3102/0162373709348584; pmid: 21785521
Balster, N., C. Pfund, R. Rediske, and J. Branchaw. 2010. “Entering Research: A Course that Creates Community and Structure for Beginning Undergraduate Researchers in the STEM Disciplines.” Cell Biology Education 9: 108–118. doi: 10.1187/cbe.09-10-0073
Bangera G, Brownell S (2014). Course-based undergraduate research experiences can make scientific research more inclusive. CBE Life Sci Educ 13, 602–606. https://doi.org/10.1187/cbe.14-06-0099
Barker, L. (2009). Student and faculty perceptions of undergraduate research experiences in computing. ACM Transactions on Computing Education, 9(1), 1–28. https://doi.org/10.1145/1513593.1513598.
Boylan, M. (2006). The impact of undergraduate research experiences on student intellectual growth, affective development, and interest in doing graduate work in STEM: A review of the empirical literature, Cornell Higher Education Research Institute Conference, Doctoral Education and the Faculty of the Future. Ithaca, NY.
Brownell SE, Kloser MJ, Fukami T, Shavelson R (2012). Undergraduate biology lab courses: comparing the impact of traditionally based “cookbook” and authentic research-based courses on student lab experiences. J Coll Sci Teach 41, 36–45.
Byars‐Winston, Angela. “Toward a framework for multicultural STEM‐focused career interventions.” The Career development quarterly 62, no. 4 (2014): 340-357.
Byars-Winston, Angela, Yannine Estrada, Christina Howard, Dalelia Davis, and Juan Zalapa. “Influence of social cognitive and ethnic variables on academic goals of underrepresented students in science and engineering: a multiple-groups analysis.” Journal of counseling psychology 57, no. 2 (2010): 205.
Byars-Winston, Angela, Jenna Rogers, Janet Branchaw, Christine Pribbenow, Ryan Hanke, and Christine Pfund. “New measures assessing predictors of academic persistence for historically underrepresented racial/ethnic undergraduates in science.” CBE—Life Sciences Education 15, no. 3 (2016): ar32.
Byars-Winston, Angela, and Maria Lund Dahlberg. The Science of Effective Mentorship in STEMM. Consensus Study Report. National Academies Press. 500 Fifth Street NW, Washington, DC 20001, 2019.
Byars-Winston, Angela, Veronica Y. Womack, Amanda R. Butz, Richard McGee, Sandra C. Quinn, Emily Utzerath, Carrie L. Saetermoe, and Stephen B. Thomas. “Pilot study of an intervention to increase cultural awareness in research mentoring: Implications for diversifying the scientific workforce.” Journal of Clinical and Translational Science 2, no. 2 (2018): 86-94.
Byars-Winston, Angela, Patrice Leverett, Ross J. Benbow, Christine Pfund, Nancy Thayer-Hart, and Janet Branchaw. “Race and ethnicity in biology research mentoring relationships.” Journal of Diversity in Higher Education 13, no. 3 (2020): 240.
Byars-Winston, Angela M., and Nadya A. Fouad. “Math and science social cognitive variables in college students: Contributions of contextual factors in predicting goals.” Journal of Career Assessment 16, no. 4 (2008): 425-440.
Byars-Winston, Angela, Belinda Gutierrez, Sharon Topp, and Molly Carnes. “Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training.” CBE—Life Sciences Education 10, no. 4 (2011): 357-367.
Byars-Winston, Angela, and Amanda R. Butz. “Measuring research mentors’ cultural diversity awareness for race/ethnicity in STEM: Validity evidence for a new scale.” CBE—Life Sciences Education 20, no. 2 (2021): ar15.
Carnes, Molly, Patricia G. Devine, Linda Baier Manwell, Angela Byars-Winston, Eve Fine, Cecilia E. Ford, Patrick Forscher et al. “The effect of an intervention to break the gender bias habit for faculty at one institution: a cluster randomized, controlled trial.” Academic Medicine 90, no. 2 (2015): 221-230.
Carter F, Mandell M, Maton K. 2009. The influence of on-campus, academic year undergraduate research on STEM PhD outcomes: Evidence from the Meyerhoff Scholarship Program. Educational Evaluation and Policy Analysis 31: 441–462. https://doi.org/10.3102/0162373709348584
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
Cole, D., & Espinoza, A. (2008). Examining the academic success of Latino students in science technology engineering and mathematics (STEM) majors. Journal of College Student Development, 49(4), 285–300. https://psycnet.apa.org/doi/10.1353/csd.0.0018
Committee on Undergraduate Biology Education to Prepare Research Scientists for the 21st Century, National Research Council. BIO2010: Transforming Undergraduate Education for Future Research Biologists (National Academies Press, Washington, DC, 2003). https://doi.org/10.17226/10497
Dahlberg, Maria Lund, and Angela Byars-Winston, eds. “The science of effective mentorship in STEMM.” (2020).
Dubois, P., Rochet, C., & Schlenker, J. (2014). Productivity and mobility in academic research: Evidence from mathematicians. Scientometrics, 98, 1669–1701. doi:10.1007/s11192-013-1112-7
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