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PURM 14.1 (2026)
Developing Career Readiness through Undergraduate Research Participation

Letter from the Guest Editor for Issue 14.1 

Paul Miller, Ph.D.
Professor of Exercise Science, ¸£ÀûÑÇÖÞ¹ú²ú¾«Æ·

Research Articles

Abstract: This study analyzes 186 open-ended student reflections on undergraduate research experiences at a mid-sized public university. Through qualitative content analysis, five themes emerged: growing confident, comfortable, and capable; learning techniques, processes, and problem-solving; communicating ideas to various audiences; collaboration with mentors, peers, and communities; realizing potential and career clarification.

Keywords: Undergraduate research, career readiness, mentoring

Eden Burt, Radford University
Joe Wirgau, Ph.D., Radford University
John Brummette, Ph.D., Radford University

Abstract: This manuscript explores how alumni from the Foundation for Undergraduate Research, Scholarship, and Creative Activity (FURSCA) at a liberal arts college perceive the impact of undergraduate research on career readiness. Using the NACE competencies as an analytic framework, findings highlight URSCI’s role in fostering communication, critical thinking, and confidence—affirming its value as a pathway to long-term professional success.

Keywords: Undergraduate research, career readiness, alumni, high-impact practices

Vicki L. Baker, Ph.D., Albion College
Elizabeth Palmer, M.S., Albion College
Vanessa P. McCaffrey, Ph.D., Albion College

Abstract: This qualitative study examined the experiences of underrepresented students in a university-industry partnership, mainly focusing on the impact of sustained mentorship on their academic development and professional growth. The research aims to uncover the intricate roles that mentors play in shaping students’ career paths within STEM internships. Furthermore, it investigates how ongoing mentorship and structured research experiences contribute to students’ academic advancement, career preparedness, and the formation of their professional identities.

Keywords: STEM education, industry partnerships, mentorship, professional development, academic internships, Hispanic-serving institutions

Ever Barraza, Ph.D., California State Polytechnic University, Pomona
Winny Dong, Ph.D., California State Polytechnic University, Pomona
Arezoo Khodayari, Ph.D., California State University
Laurie Barge, Ph.D., California Institute of Technology
Jessica M. Weber, Ph.D., California Institute of Technology

Abstract: Undergraduate research fosters career readiness, yet assessments largely focus on STEM. This study examines its long-term impact on humanities, arts, and social sciences alumni, highlighting skill development and personal transformation. Transfer students, academic career pursuers, and underrepresented groups benefit most. Our recommendations can support students, advisors, and higher education leaders.

Keywords: Alumni, Career Readiness, Humanities, Researcher Identity, Social Sciences, Undergraduate Research

Kelly Kistner, Ph.D.,
Brit Toven-Lindsey, Ph.D., University of California, Berkeley
Erin M. Sparck, Ph.D., UCLA Extension
Jacquelyn Ardam, Ph.D., University of California, Los Angeles
Laura Ha Reizman, Ph.D., University of California, Los Angeles
Marc Levis-Fitzgerald, Ph.D., University of California, Los Angeles
Whitney Arnold, Ph.D., University of California, Los Angeles

Abstract: Reflection is a necessary component in recognizing the career readiness skills undergraduate research experiences provide and to derive future directions and goals. A trained generative AI chatbot can support initial reflective activities in a scalable, personalized, and accessible manner. A chatbot user experience and outputs are described.

Keywords: Generative AI, chatbot, career competencies, undergraduate research, reflection

James J. Sadler, Ph.D., Purdue University

Dialogue

Abstract: Faculty-undergraduate mentorship, recognized for its impact on student success, is widely studied in undergraduate education scholarship. This article contributes to the existing literature by highlighting that the synergy built from faculty-undergraduate can extend beyond first encounter as affectionate mentorship. Using storytelling, the three authors feature components of affectionate mentorship.

Keywords: minority-serving institution, writing center, affectionate mentorship, hospitality, cultural sensitivity, lasting empowerment

Xuan Jiang, Ph.D., Florida International University
Nicholas R. Cabezas, M.A., Rice University
Jeann Hernandez, M.A., Florida International University

Student Perspective

Abstract: This paper demonstrates how a Humanities Undergraduate Research Lab can foster career readiness competencies. Student authors have each chosen competencies to explore in a reflection on their roles in the lab. The essay begins with an introduction to the lab and concludes with several suggestions for future career competency development.

Keywords: Undergraduate research; humanities; laboratory (lab); community engagement; career readiness

Hannah Budge, B.S., Utah State University
Xiomara Castro, B.A., UC Davis
Morgan Evans, Utah State University
Eden Marroquin, B.S., Utah State University
Yasamin Osqueezadeh, B.A., Utah State University
Ella Stott, B.A., Utah State University
Christine Cooper-Rompato, Ph.D., Utah State University

General submissions

Research Article

Abstract: Undergraduate research fosters critical skills, yet creativity remains underexplored. This qualitative study analyzed reflections from nine students in a six-week research program using Showman et al.’s (2013) creativity framework. Students initially described creativity in concrete tasks but came to see it as an attainable skill strengthened through mentorship, reflection, and community.

Keywords: undergraduate research, creativity, research skills, student reflections, summer program, theoretical frameworks

Andrée Leighton, Ph.D., Mount Saint Mary’s University
Stephen Inrig, Mount Saint Mary’s University

Dialogues

Abstract: Undergraduate research is a high-impact educational practice that supports student learning, persistence, and professional development in STEM, particularly for underrepresented minority (URM) students. This Dialogue presents co-authored reflections from URM alumni (African American and Hispanic) and their faculty mentor on how undergraduate  research shaped academic pathways, professional identities, and career trajectories. Drawing on shared experiences across diverse STEM outcomes, the authors reflect on the role of mentorship, hands-on inquiry, scientific communication, and sustained engagement in overcoming academic, structural, and psychosocial barriers. Rather than reporting empirical findings, this Dialogue highlights undergraduate research as a relational and equity-oriented practice that fosters confidence, belonging, and long-term success in STEM.

Keywords: URM students, STEM, mentoring, undergraduate research, presentations, publications

Lawrence Phillips, B.S., Pace University
Fernando Salcedo, B.S., Pace University
David Gonzales, B.S., Pace University
Elijah Jones, B.S., Pace University
Amanda Falade, B.S., Pace University
Jahaira Zapata, B.S., Pace University
Victoria Carranza, B.S., Pace University
Santana Martinez-Symczak, B.S., Pace University
Elmer-Rico E. Mojica, Ph.D., Pace University

Abstract: During the COVID-19 pandemic, the Stanford Summer Research Program – Amgen Scholars Program (SSRP) adapted to a remote program, gaining insights into maintaining inclusivity for its undergraduate research scholars. This paper outlines transformative changes implemented by program staff and offers recommendations to promote access while retaining critical components that foster career readiness, including how programmatic changes were integrated into the return to in-person summer research program experiences for undergraduates (REUs).

Keywords: COVID-19; STEM; summer programs; program design; belonging; inclusivity

Kayla C. Kobak, Ph.D., Purdue University
G. Adam Reeves, Ph.D., Stanford University
Harojuanis T. Wade, Ph.D., Stanford University
Latishya Steele, Ph.D., Stanford University
Miranda St. Fleur, Ph.D., Stanford University