ArticleThe chronicle of mentoring & coaching2024
Retention and Graduation of STEM Students at a Majority Hispanic Serving Institution: Effect of Participation in a Freshman Course-based Undergraduate Research Experiences Sequence.
Article in The chronicle of mentoring & coaching, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
2 citing papers in PubMed.
- How Latiné STEM Students' Identities Shaped Community Engagement: A Case Study.CBE life sciences education · 2025Article
- BUILDing SCHOLARS: A program exemplar at a Hispanic serving institution to develop biomedical researchers.PloS one · 2024Article
Corrections and comments
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Authors and funding
6 authors.
Funding
Abstract
Research training is an important intervention for preparing undergraduate students to pursue further studies and develop research skills. Furthermore, there is mounting evidence indicating that mentored research impacts student success metrics. At the University of Texas at El Paso, a Freshman Year Research Intensive Sequence (FYRIS) was developed to prepare first-year students for research experiences. The FYRIS courses combine research foundations and research-intensive courses. In this manuscript, we present findings demonstrating the impact of FYRIS and subsequent mentored research experiences on 4-year retention and graduation. Results suggest that participation in FYRIS and independent mentored research has a large positive impact on 4-year retention and graduation, while other historical socioeconomic variables have minimal to no impact.
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Registered trials
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