Event Title

Mentoring Undergraduate Research Students for Academic Success

Presentation Type

Poster Session

Location

Burnett Honors College

Start Date

25-9-2009 5:15 PM

End Date

25-9-2009 6:45 PM

Description/Abstract

At Barry, we offer undergraduate biology, chemistry, psychology, and math- ematics sophomores through seniors the opportunity to carry out research on-campus with faculty during the academic year, as well as in the summer and winter breaks. A key component to student retention and to achieving their academic success is the effective mentoring provided by the faculty and the lasting mentor relationships that develop. Students in the NIH funded programs are retained to graduation at 71-100%. Faculty mentor student researchers by providing individualized attention to their research training through role modeling; hands-on research training; preparations for presenta- tions at scientific meetings and; an “open-door policy.” The annual evaluations for research students show that 80% strongly agree and another 15% agree that our faculty mentors are excellent role models for them. Over the past 10 years, 73% (68 of 93) of these graduates have entered into or completed graduate, medical, and professional schools. (NIH NIGMS MARC U*STAR, T34 GM 08021-26, MBRS RISE R25 GM059244-9 Grants, Barry University).

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Sep 25th, 5:15 PM Sep 25th, 6:45 PM

Mentoring Undergraduate Research Students for Academic Success

Burnett Honors College

At Barry, we offer undergraduate biology, chemistry, psychology, and math- ematics sophomores through seniors the opportunity to carry out research on-campus with faculty during the academic year, as well as in the summer and winter breaks. A key component to student retention and to achieving their academic success is the effective mentoring provided by the faculty and the lasting mentor relationships that develop. Students in the NIH funded programs are retained to graduation at 71-100%. Faculty mentor student researchers by providing individualized attention to their research training through role modeling; hands-on research training; preparations for presenta- tions at scientific meetings and; an “open-door policy.” The annual evaluations for research students show that 80% strongly agree and another 15% agree that our faculty mentors are excellent role models for them. Over the past 10 years, 73% (68 of 93) of these graduates have entered into or completed graduate, medical, and professional schools. (NIH NIGMS MARC U*STAR, T34 GM 08021-26, MBRS RISE R25 GM059244-9 Grants, Barry University).