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Session Type: Roundtable Session
This session examines mentoring approaches that strengthen STEM learning and career development for both faculty and students. Presentations address campus strategies for supporting faculty, mentoring practices within summer research internships, and how feelings of not belonging can influence student experience. Additional papers consider how professional networks shape mentoring outcomes and what motivates students to persist in STEM pathways. Together, the session offers practical takeaways for program design, mentor preparation, and measurement—highlighting actions departments and research teams can implement to improve onboarding, day-to-day guidance, and long-term growth across diverse STEM settings.
A Holistic Approach to Supporting Underrepresented Minority Faculty in STEM - Onyinyechukwu Onu Onwuka, University of North Carolina - Greensboro; Mercy Ama Blematessa, University of North Carolina - Greensboro; Eunice Oduro, University of North Carolina - Greensboro; Renã A. S. Robinson, Vanderbilt University; Danelle Stevens-Watkins, University of Kentucky; Aileen Reid, University of North Carolina - Greensboro
Faculty of Color Engaging in Authentic Care in Mentoring in STEM Summer Research Internships - Courtney L. Luedke, University of Illinois at Chicago; Angelina Lavinia Grace Ortiz, University of Illinois at Chicago
‘Feeling Out of Place’: Impostor Phenomenon Among BIPOC and LGBTQ STEM College Students - Richard Chang, University of Nevada - Las Vegas; Diana Beltran, University of Nevada - Las Vegas; Shanika Wickramarachchi, University of Nevada - Las Vegas; Gloria Wong-Padoongpatt, University of Nevada - Las Vegas; Rachael Robnett, University of Nevada - Las Vegas; Aelxis Rice, University of Nevada - Las Vegas
Networked Mentorship and Cultural Integration: Understanding Indigenous Motivation and Persistence in STEM - K. Kanoho Hosoda, University of Hawaii - Manoa; Rachelle M. Pedersen, Texas Tech University; Kathy DeerInWater, American Indian Science & Engineering Society; Brittany Anderson, AISES