A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution
[1];
[2];
[1];
[3]
- Department of Chemistry, University of California, Berkeley, California 94720, United States
- Department of Chemistry, University of California, Berkeley, California 94720, United States, Molecular Biophysics and Integrated Bioimaging Division, Lawrence Berkeley National Laboratories, Berkeley, California 94720, United States
- Department of Chemistry, University of California, Berkeley, California 94720, United States, Graduate Group in Science and Mathematics Education, University of California, Berkeley, California 94720, United States
The undergraduate transfer process has well-documented challenges, especially for those who identify with groups historically excluded from science, technology, engineering, and mathematics (STEM) programs. Because transfer students gain later access to university networking and research opportunities than first-time-in-college students, transfer students interested in pursuing postbaccalaureate degrees in chemistry have a significantly shortened timeline in which to conduct research, a crucial component in graduate school applications. Mentorship programs have previously been instituted as effective platforms for the transfer of community cultural wealth within large institutions. We report here the design, institution, and assessment of a near-peer mentorship program for transfer students, the Transfer Student Mentorship Program (TSMP). Founded in 2020 by graduate students, the TSMP pairs incoming undergraduate transfer students with current graduate students for personalized mentorship and conducts discussion-based seminars to foster peer relationships. The transfer student participants have access to a fast-tracked networking method during their first transfer semester that can serve as a route for acquiring undergraduate research positions. Program efficacy was assessed via surveys investigating the rates of research participation and sense of belonging of transfer students. We observed that respondents that participated in the program experienced an overall improvement in these measures compared to respondents who did not. Having been entirely designed, instituted, and led by graduate students, we anticipate that this program will be highly tractable to other universities looking for actionable methods to improve their students’ persistence in pursuing STEM degrees.
- Research Organization:
- Univ. of California, Berkeley, CA (United States)
- Sponsoring Organization:
- USDOE; USDOE Office of Science (SC), Basic Energy Sciences (BES). Chemical Sciences, Geosciences & Biosciences Division
- Grant/Contract Number:
- DEAC02-05CH1123; AC02-05CH11231
- OSTI ID:
- 1897744
- Alternate ID(s):
- OSTI ID: 1909536
- Journal Information:
- Journal of Chemical Education, Journal Name: Journal of Chemical Education Vol. 100 Journal Issue: 1; ISSN 0021-9584
- Publisher:
- American Chemical SocietyCopyright Statement
- Country of Publication:
- United Kingdom
- Language:
- English
Similar Records
US Department of Energy Science and Engineering Research Semester: Profile and survey of 1987--1990 SERS participants
US Department of Energy Science and Engineering Research Semester: Profile and survey of 1987--1990 SERS participants
Related Subjects
Graduate Education/Research
History/Philosophy
Collaborative/Cooperative Learning
Enrichment/Review Materials
Student/Career Counseling
Testing/Assessment
Undergraduate Research
Minorities in Chemistry
Chemical engineering and industrial chemistry
Students
Teaching and learning methods
Undergraduate education
Undergraduates