Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences
ABSTRACT Course-based undergraduate research experiences (CUREs) are high-impact educational practices designed to engage students in authentic research while fostering the development of critical skills for persistence in science, technology, engineering, and mathematics (STEM). A key, yet underapp...
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| Format: | Article |
| Language: | English |
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American Society for Microbiology
2025-08-01
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| Series: | Journal of Microbiology & Biology Education |
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| Online Access: | https://journals.asm.org/doi/10.1128/jmbe.00007-25 |
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| author | Joseph E. Panzik Tevin Flom Vincent M. Pinnavaia Abigail M. Natoli Sean F. Notley Caitlin J. Light |
| author_facet | Joseph E. Panzik Tevin Flom Vincent M. Pinnavaia Abigail M. Natoli Sean F. Notley Caitlin J. Light |
| author_sort | Joseph E. Panzik |
| collection | DOAJ |
| description | ABSTRACT Course-based undergraduate research experiences (CUREs) are high-impact educational practices designed to engage students in authentic research while fostering the development of critical skills for persistence in science, technology, engineering, and mathematics (STEM). A key, yet underappreciated, component of successful CUREs is the role of undergraduate teaching assistants (UTAs). Despite their significance, there is a notable gap in training and professional development opportunities tailored to these undergraduates, potentially undermining the effectiveness and inclusivity of CUREs. This paper highlights the essential contributions of UTAs in CUREs. Specifically, this paper explores the specialized role of undergraduate peer mentors (UGPM, type of UTA) in a three-semester CURE program at Binghamton University and examines their experiences through four unique student perspectives. These accounts highlight the benefits and impacts of the UGPM role in CUREs and emphasize the need for both formal and informal training approaches to equip UGPMs with technical and interpersonal skills necessary for mentoring and teaching in CUREs. By drawing on UGPM perspectives, we identify some best practices for their professional development and advocate for more structured approaches to UTA or UGPM training. These recommendations aim to ensure that UTAs and UGPMs not only thrive as mentors but also enhance the learning outcomes and research experiences of their peers in CUREs. |
| format | Article |
| id | doaj-art-694cd7babf5749a293ca00bb53da197f |
| institution | Kabale University |
| issn | 1935-7877 1935-7885 |
| language | English |
| publishDate | 2025-08-01 |
| publisher | American Society for Microbiology |
| record_format | Article |
| series | Journal of Microbiology & Biology Education |
| spelling | doaj-art-694cd7babf5749a293ca00bb53da197f2025-08-21T13:01:57ZengAmerican Society for MicrobiologyJournal of Microbiology & Biology Education1935-78771935-78852025-08-0126210.1128/jmbe.00007-25Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiencesJoseph E. Panzik0Tevin Flom1Vincent M. Pinnavaia2Abigail M. Natoli3Sean F. Notley4Caitlin J. Light5Binghamton University, Binghamton, New York, USABinghamton University, Binghamton, New York, USABinghamton University, Binghamton, New York, USABinghamton University, Binghamton, New York, USABinghamton University, Binghamton, New York, USABinghamton University, Binghamton, New York, USAABSTRACT Course-based undergraduate research experiences (CUREs) are high-impact educational practices designed to engage students in authentic research while fostering the development of critical skills for persistence in science, technology, engineering, and mathematics (STEM). A key, yet underappreciated, component of successful CUREs is the role of undergraduate teaching assistants (UTAs). Despite their significance, there is a notable gap in training and professional development opportunities tailored to these undergraduates, potentially undermining the effectiveness and inclusivity of CUREs. This paper highlights the essential contributions of UTAs in CUREs. Specifically, this paper explores the specialized role of undergraduate peer mentors (UGPM, type of UTA) in a three-semester CURE program at Binghamton University and examines their experiences through four unique student perspectives. These accounts highlight the benefits and impacts of the UGPM role in CUREs and emphasize the need for both formal and informal training approaches to equip UGPMs with technical and interpersonal skills necessary for mentoring and teaching in CUREs. By drawing on UGPM perspectives, we identify some best practices for their professional development and advocate for more structured approaches to UTA or UGPM training. These recommendations aim to ensure that UTAs and UGPMs not only thrive as mentors but also enhance the learning outcomes and research experiences of their peers in CUREs.https://journals.asm.org/doi/10.1128/jmbe.00007-25undergraduate teaching assistantundergraduate peer mentorcourse-based undergraduate research experienceCUREhigh-impact practiceUGPM |
| spellingShingle | Joseph E. Panzik Tevin Flom Vincent M. Pinnavaia Abigail M. Natoli Sean F. Notley Caitlin J. Light Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences Journal of Microbiology & Biology Education undergraduate teaching assistant undergraduate peer mentor course-based undergraduate research experience CURE high-impact practice UGPM |
| title | Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences |
| title_full | Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences |
| title_fullStr | Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences |
| title_full_unstemmed | Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences |
| title_short | Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences |
| title_sort | unlocking potential mentorship training perspectives from undergraduate peer mentors in course based undergraduate research experiences |
| topic | undergraduate teaching assistant undergraduate peer mentor course-based undergraduate research experience CURE high-impact practice UGPM |
| url | https://journals.asm.org/doi/10.1128/jmbe.00007-25 |
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