Engaging Early-Career Students in Research Using a Tiered Mentoring Model.

Area of Science:

• Educational research
• Mentoring in STEM
• Undergraduate research

Background:

• Early undergraduate research engagement improves critical thinking and retention.
• Mentoring enhances student self-efficacy and graduate study aspirations.
• Traditional curricula often lack early research integration.

Purpose of the Study:

• To present a novel linked course model for early undergraduate research.
• To foster mentoring relationships between undergraduates and graduate students.
• To assess the impact of this integrated approach on student development.

Main Methods:

• Two linked courses were designed for second-year undergraduates.
• Undergraduates developed self-directed research projects with graduate student mentors.
• Faculty provided formal training in scientific research processes.

Main Results:

• Undergraduates received training in research, proposal writing, and project development.
• Graduate students gained mentoring experience through formal training and practice.
• The model facilitates undergraduate integration into active research groups.

Conclusions:

• The integrated model effectively engages early-career undergraduates in independent research.
• Empowering mentoring relationships are central to the program's success.
• This approach prepares students for the workforce and graduate studies.