Mentoring relationships in undergraduate research are highly influential in students' campus connection, retention in their major, and persistence to graduation¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2021 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The mentoring relationship between student and research advisor has been shown to be highly influential in a student's connection to their campus, retention in their major, and persistence to graduation. → Fischer 2021

Evidence¶

Fischer 2021¶

Fischer, A. E., Immel, K. R., Wilkum, K., & Lee, L. (2021). A Taxonomy for Developing Undergraduate Research Experiences as High-Impact Practices. Journal of the Scholarship of Teaching and Learning. https://doi.org/10.14434/josotl.v21i1.30564

q2 · i? · design · r2

Narrative review statement in the Benefits section, attributed by the article to cited studies (Craney et al.; Joshi et al.). The article reports the relationship "has been shown to be highly influential in a student·s connection to their campus, retention in their major, and persistence to graduation"; no effect size is printed.

"This relationship has been shown to be highly influential in a student·s connection to their campus, retention in their major, and persistence to graduation"

Discussion¶

Related Claims¶

• Positive relationships with professors, community partners, and peer mentors are associated with increased intention to be civically engaged — related
• Professor-student relationship quality correlates with multiple civic engagement outcomes in both directions — related
• First-year seminars populated by major or advisor show higher retention than unconnected seminars — related
• Faculty advisors and mentors are considered pivotal in promoting doctoral students' development as responsible and ethical researchers — related
• Students in three consortium districts reported positive experiences with the cross-grade mentorship program and with campus social workers — related
• People and connections were the most-used learning transition supports among HSE participant-advisors — related