The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers into a Scientific Community of Practice

By Heather Thiry, S. Laursen. 2011

276 citations recorded by the source corpus.

Subfields: General Health Professions, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/0ec0a9856f314bf28e729e0ac6f4de092eef51bd

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Safety Research

1. Marcia C. Linn
2. Dawn R. Johnson

In Social Psychology

1. Rachelle Winkle-Wagner
2. Eric E. Hall
3. Marcia C. Linn

Citations in the corpus

• Undergraduate research experiences: Impacts and opportunities (2015, background): “Studies indicate that undergraduates interact most frequently with graduate students and postdocs, and less with faculty (26).”
• Assessment of Course-Based Undergraduate Research Experiences: A Meeting Report (2014, unknown): “Peer and faculty relationships also offer socio-emotional support that can foster students’ resilience and their ability to navigate the uncertainty inherent to science research (Chemers et al., 2011; Thiry and Laursen, 2011).”
• Colorblind Mentoring? Exploring White Faculty Mentoring of Students of Color. (2015, background): “Other research finds that the racial background of the mentor is less important (Thiry & Laursen, 2011).”
• Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature (2015, methodology): “At their core, these practices corroborate the threepronged focus of UR mentoring described by Thiry and Laursen (2011), which highlighted the need for facilitating intellectual support, personal/emotional support, and professional socialization throughout the research experience.”