000			02951nam a22002777a 4500
005			20231030131539.0
008			231030b ||||| |||| 00| 0 eng d
022			_a0021-9584
037			_bRIEBPL Library
082			_a540.7
100			_aAudrey G. Reeves et al...
245			_a A Pilot Graduate Student-Led Near-Peer Mentorship Program for Transfer Students Provides a Supportive Network at an R1 Institution _b(Journal Article) _c
260			_aWashington, United States _b:American Chemical Society _c,January 10, 2023
300			_a 134–142p.
490			_aAmerican Chemical Society, Volume 100, Issue 1
505			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract- 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.
650			_aGraduate Education/Research
650			_aHistory/Philosophy Collaborative/Cooperative
650			_a Learning Enrichment/Review Materials
650			_a Student/Career Counseling
650			_aTesting/Assessment Undergraduate
650			_aResearch Minorities in Chemistry
856			_uhttps://pubs.acs.org/doi/epdf/10.1021/acs.jchemed.2c00427
942			_cPER
999			_c44656 _d44655