Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The survey solicited 47 online respondents, including 77% of eligible current student respondents.

“The survey was distributed through email contacts and solicited 47 online respondents, including 77% of eligible current student respondents.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Nearly 75% of survey participants are from underrepresented groups in the sciences, including 43% Black and Hispanic/Latin American students, in-line with program data.

“Nearly 75% of survey participants are from underrepresented groups in the sciences, including 43% Black and Hispanic/ Latin American students, in-line with program data.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Survey participants included 30 women and 17 men, across 10 cohorts of program graduates.

“Survey participants included 30 women and 17 men, across 10 cohorts of program graduates.”

Probably not a substantial claim: may not pass S3 (load-bearing).

As a reflection of a cycle of positive feedback catalyzed by the success of research in the sciences, the College established an Office of Undergraduate Research in 2010 to further leverage and expand on the success experienced.

“As a reflection of a cycle of positive feedback catalyzed by the success of research in the sciences, the College established an Office of Undergraduate Research in 2010 to further leverage and expand on the success experienced.”

May combine two claims.

PRISM graduates are increasingly focused on professional and academic STEM career training compared to John Jay College Science undergraduates who have always pursued STEM-area jobs.

“Thus, while John Jay College Science undergraduates have always pursued STEM-area jobs, PRISM graduates are increasingly focused on professional and academic STEM career training.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Among White PRISM participants, 28% (4/14) shifted from no intention to yes intention to attend STEM graduate school.

“White (n ¼ 14) | 5 (36%) | 5 (36%) | 4 (28%)”

Probably not a substantial claim: may not pass S4 (based).

For many students, graduate school was not something they considered as a possibility when envisioning their future.

“For many students, graduate school was not something they considered as a possibility when envisioning their future.”

Probably not a substantial claim: may not pass S4 (based).

Some students with blemishes on their grade record in required courses blossom with insight from the lab environment.

“Conversely, some students with blemishes on their grade record in required courses blossom with insight from the lab environment.”

May combine two claims.

These ratings corresponded to intentions, with students reporting a change in graduate school intentions averaging 4.6, and those who indicated no intention to attend graduate school both before and after averaging 3.5.

“These ratings corresponded to intentions, with students reporting a change in graduate school intentions averaging 4.6 in their responses, and those who indicated no intention to attend graduate school both before and after the experience averaging a 3.5 response.”

May combine two claims.

In presenting a poster or giving a talk, students knew that they were engaging in an authentic activity and drew confidence from their success.

“In presenting a poster or giving a talk, students knew that they were engaging in an authentic activity and drew confidence from their success.”

May combine two claims.

Female and male students were equally likely to report a shift in their intentions, with 52% and 50% of all respondents reporting shifts, respectively.

“Female and male students were equally likely to report a shift in their intentions, with 52% and 50% of all respondents reporting shifts, respectively.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The shift toward student-centered research was further institutionalized in 2010 when the Department adopted a new mission statement.

“The shift toward student-centered research was further institutionalized in 2010 when the Department adopted a new mission statement.”

May combine two claims.

Little difference was seen between females and males in rating the influence of undergraduate research on career path, with average rating 4.2 for females and 4.4 for males.

“Little difference was seen between females and males, the average rating among female students was 4.2 and 4.4 among males.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

While only one faculty member had secured external funding in 2000, this number had risen to 14 faculty members, or more than half of the Department, by 2015.

“Further, while only one faculty member had secured external funding in 2000, this number had risen to 14 faculty members, or more than half of the Department, by 2015.”

May combine two claims.

Greater differences were seen by race, with Hispanic student responses averaging 4.6, Blacks 4.4, Asian students 3.7, and White students 4.2.

“However, again, greater differences were seen by race, with Hispanic student responses averaging 4.6, and Blacks 4.4, while Asian students rated the experience as less influential at 3.7.White students fell in between these two groups with an average rating of 4.2.”

May combine two claims.

The increase in graduation numbers was true for the general population of STEM students as well as the subgroups of Black and Hispanic STEM students.

“The increase in graduation numbers was true for the general population of STEM students as well as the subgroups of Black and Hispanic STEM students (see Figure 5).”

May combine two claims.

As the success of the program became evident, institutional confidence grew as did the commitment to further invest in the program.

“Further, as the success of the program became evident, institutional confidence grew as did the commitment to further invest in the program.”

Probably not a substantial claim: may not pass S3 (load-bearing).

56 PRISM students presented at one or more external academic conferences during their time in PRISM.

“| 56 |”

May combine two claims.

When the need for additional mentors and facilities arose, significant resources were dedicated to the Department and the size of the Department grew commensurately.

“Thus, when the need for additional mentors and facilities arose, significant resources were dedicated to the Department and the size of the Department grew commensurately.”

Probably not a substantial claim: may not pass S3 (load-bearing).

The change in research focus of the Department ushered in a growth in financial resources to support these enterprises.

“The change in research focus of the Department ushered in a growth in financial resources to support these enterprises.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

PRISM students come from a variety of academic backgrounds and levels of prior academic success.

“PRISM students come from a variety of academic backgrounds and levels of prior academic success.”

May combine two claims.

Female students were more likely to express gains in confidence in talking about their experiences, consistent with the literature.

“It bears noting that female students were more likely to express gains in confidence in talking about their experiences, and this is consistent with the literature (Harsh et al., 2012).”

• cites Harsh et al., 2012 sourceNot checked — no full text of the source

May combine two claims.

Over the course of these years, PRISM students gained practice with many steps of the research process-engaging with the literature, weighing different protocols, planning an investigation, learning new techniques, and collecting and presenting data.

“Over the course of these years, students gained practice with many steps of the research process-engaging with the literature, weighing different protocols, planning an investigation, learning new techniques, and collecting and presenting data.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Institutional diversity is an issue facing current studies on undergraduate research.

“Institutional diversity is in fact an issue facing current studies on undergraduate research.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Questionnaire items reflect the language and content of relevant portions of the previously validated Undergraduate Research Student Self-Assessment (URSSA).

“These items reflect the language and content of relevant portions of the previously validated Undergraduate Research Student Self-Assessment (URSSA) (Hunter, Weston, Laursen, & Thiry, 2009).”

• cites Hunter, Weston, Laursen, & Thiry, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The PRISM program can be understood through the lens of legitimate peripheral participation.

“The program was conceptualized as an apprenticeship and can be understood through the lens of legitimate peripheral participation (Lave & Wenger, 1991) wherein a newcomer is taken in by a sponsor, learns increasingly complex tasks, and becomes increasingly acculturated into the ways of knowing and being particular to that community of practice.”

• cites Lave & Wenger, 1991 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Measures of SCCT components were predictive of interests and goals in engineering.

“Lent and his colleagues (2005) explored the career interests and goals of students in introductory engineering courses at both predominantly White and historically Black colleges, finding that measures of SCCT components were predictive of interests and goals in engineering.”

• cites Lent et al., 2005 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Contextual environmental factors can provide affordances or barriers.

“Contextual environmental factors can be distal or proximal and can provide affordances or barriers.”

Probably not a substantial claim: may not pass S3 (load-bearing).

A regression model based on SCCT identified predictors of STEM career goals.

“Da Silva Cardosso et al. (2013) found that a regression model based on SCCT did identify predictors of STEM career goals.”

• cites Da Silva Cardosso et al., 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Various past and present stewards of the program were invited to provide feedback regarding the interpretation of artifacts and to validate descriptive statistics and numerical claims.

“Various past and present stewards of the program were invited to provide feedback regarding the interpretation of artifacts and to validate our descriptive statistics and numerical claims.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Personal background factors like socio-economic status and family expectations may affect access to learning experiences.

“Personal background factors like socio-economic status and family expectations may affect access to learning experiences.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

More than 42% of JJC undergraduates are first-generation college students, 14% are parents, 81% receive financial assistance, over 50% come from homes earning less than $30,000 per year, and 63% work more than 20 hours/week.

“Additionally, more than 42% are first-generation college students, 14% are parents, 81% receive financial assistance, over 50% come from homes earning less than $30,000 per year, and 63% work more than 20 hours/week while attending classes (John Jay College, 2013; National Center for Education Statistics, 2009).”

• cites John Jay College, 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

• cites National Center for Education Statistics, 2009Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

SCCT provides a potential mechanism for changes in career pursuits.

“Thus, in our effort to explore relationships between UREs and career outcomes, SCCT provides a potential mechanism for changes in career pursuits.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Unlike laboratory courses that are often designed to give precise outcomes, undergraduate researchers benefit from the realization that science is not a predictable path.

“Unlike laboratory courses that are often designed to give precise outcomes, undergraduate researchers benefit from the realization that science is not a predictable path (Aikenhead, 1996).”

• cites Aikenhead, 1996 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

SCCT positions self-efficacy and outcome expectancies as drivers of personal career choice actions.

“SCCT is an outgrowth of Social Cognitive Theory (Bandura, 1977) and positions its elements of self-efficacy and outcome expectancies as drivers of personal career choice actions.”

• cites Bandura, 1977 sourceNot checked — no full text of the source

Classified as probably not a substantial claim.

The case study design was suited to the realities and methodological limitations imposed by uncontrolled conditions, like voluntary participation by students.

“As a grassroots intervention wherein educational research was a secondary outcome, a case study design suited the realities and methodological limitations imposed by uncontrolled conditions, like voluntary participation by students.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Program data were obtained and crossreferenced with Institutional data.

“Program data were obtained and crossreferenced with Institutional data.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Legitimate peripheral participation has been previously applied to identity development in the sciences and learning through research apprenticeships.

“Legitimate peripheral participation has been previously applied to identity development in the sciences (Brickhouse, Lowery, & Schultz, 2000) as well as learning through research apprenticeships (Feldman, Divoll, & Rogan-Klyve, 2009).”

• cites Brickhouse, Lowery, & Schultz, 2000 sourceNot checked — no full text of the source
• cites Feldman, Divoll, & Rogan-Klyve, 2009 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

SCCT describes career discernment as a dynamic and social process, open to the influence of outside parties and new experiences.

“While self-efficacy and career goal-setting occur through individual introspection, SCCT describes career discernment as a dynamic and social process, open to the influence of outside parties and new experiences.”

Classified as probably not a substantial claim.

Social Cognitive Career Theory (SCCT) is a theoretical framework that illuminates how learning experiences like undergraduate research experiences can impact career ambitions.

“Social Cognitive Career Theory (SCCT) is a theoretical framework from the discipline of career counseling that illuminates how learning experiences like undergraduate research experiences (UREs) can impact career ambitions (Brown & Lent, 1996;Lent, Brown, & Hackett, 1994, 2000).”

• cites Brown & Lent, 1996 sourceNot checked — no full text of the source
• cites Lent, Brown, & Hackett, 1994, 2000Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Structured semester-long courses cannot capture the actual pace and conditions under which original research takes place.

“Though efforts have been made to incorporate research-like experiences in the classroom, structured semester-long courses cannot capture the actual pace and conditions under which original research takes place.”

May combine two claims.

There was no formal support system for undergraduate research and active mentorship of undergraduates in the laboratory setting was rare.

“There was no formal support system for undergraduate research and, as such, active mentorship of undergraduates in the laboratory setting was rare.”

Probably not a substantial claim: may not pass S3 (load-bearing).

In the early 2000s, several faculty began to secure grants to implement an array of student-centered support services.

“In the early 2000s, several faculty began to secure grants to implement an array of student-centered support services (Carpi et al., 2013).”

• cites Carpi et al., 2013 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S4 (based).

Individuals are more likely to pursue careers that match areas of high self-efficacy and whose outcome expectancies have desired attributes.

“Since individuals are more likely to pursue those careers that match areas of high self-efficacy and whose outcome expectancies have desired attributes, career outcomes associated with UREs remain unexplored or may be prematurely foreclosed in favor of other interests wherein there is a greater degree of confidence.”

Probably not a substantial claim: may not pass S3 (load-bearing).

SCCT has been used to study contextual factors related to STEM career persistence and mechanisms such as community-building interventions or stereotype threat.

“SCCT has also been used to study and describe contextual factors related to STEM career persistence and, where possible, tease out mechanisms of action such as community-building interventions (Soldner et al., 2012) or stereotype threat (Deemer et al., 2014).”

• cites Soldner et al., 2012 sourceNot checked — no full text of the source
• cites Deemer et al., 2014 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

To guard against promoting idealized notions of the program, the authors practiced critical reflexivity and took procedural actions including using external evaluator reports, seeking data from students with mentors other than the authors, and enlisting the second author to conduct interviews.

“To guard against promoting our own idealized notions of the program, we practiced critical reflexivity (Creswell, 2007) and took a number of procedural actions.These included utilizing reports from our external evaluator, seeking data from students with mentors other than the authors, and enlisting the second author to conduct interviews.”

• cites Creswell, 2007Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

Program elements were influenced by other successful programs marrying academic supports with rigorous research experiences for underrepresented students, such as the Biology Undergraduate Scholars Program.

“Program elements were influenced by other successful programs marrying academic supports with rigorous research experiences for underrepresented students, such as the Biology Undergraduate Scholars Program (Barlow & Villarejo, 2004).”

• cites Barlow & Villarejo, 2004 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

Open-ended items on the questionnaire were piloted during focus groups with students.

“Open-ended items on the questionnaire were piloted during focus groups with students.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based). May combine two claims.

Consistent language was used across data collection efforts, enhancing reliability and allowing for triangulation and comparison across students and across a student's experience with the program.

“Consistent language was used across data collection efforts, enhancing reliability and allowing for triangulation and comparison across students and across a student's experience with the program.”

Classified as probably not a substantial claim.

In the SCCT model, self-efficacy and outcome expectations are influenced by personal inputs, background factors, and learning experiences.

“In the SCCT model (Figure 1), self-efficacy and outcome expectations are influenced by upstream contributors like personal inputs, background factors, and learning experiences.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Applying classroom knowledge to real-world laboratory experiences allows students to bridge the gap between classroom academics and practical application.

“The philosophy underpinning undergraduate participation in research is that by applying classroom knowledge to real-world experiences in a laboratory, students can bridge the gap between classroom academics and practical application (Elgren & Hensel, 2006).”

• cites Elgren & Hensel, 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Interventions aimed at increasing self-efficacy, addressing barriers, establishing positive contextual influences, and providing information related to outcome expectancies can modify goal-setting and influence career choice.

“As a result, interventions aimed at increasing self-efficacy, addressing barriers associated with particular career paths, establishing positive contextual influences, and providing information related to students' outcome expectancies can modify goal-setting and influence career choice.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Through the late 1990s, undergraduate science majors learned basic scientific skills through traditional lecture and laboratory courses, engaging in standard sets of procedures with prescribed outcomes.

“Through the late 1990s, undergraduate science majors learned basic scientific skills through traditional lecture and laboratory courses in biology, chemistry, and physics, engaging in standard sets of procedures with prescribed outcomes.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Interview and focus group protocols and student surveys were refined after piloting.

“Protocols and surveys were refined after piloting.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Of more than 12,000 undergraduates at JJC, 41% identify as Hispanic and 21% identify as Black.

“Of the more than 12,000 undergraduates at JJC, 41% identify themselves as Hispanic and 21% identify as Black (John Jay College, 2013).”

• cites John Jay College, 2013Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Probably not a substantial claim: may not pass S3 (load-bearing).

The surrounding services of the PRISM program are aligned with Tinto's (1993) model for supporting student success through social and academic integration.

“In addition to apprenticeship in the laboratory, the surrounding services of the PRISM program are aligned with Tinto's (1993) model for supporting student success through social and academic integration.”

• cites Tinto, 1993Not checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

The second author has a Ph.D. in Science Education and is not involved in the day-to-day operations or leadership of the program.

“The second author has a Ph.D. in Science Education and is not involved in the day-to-day operations or leadership of the program.”

Probably not a substantial claim: may not pass S3 (load-bearing).

John Jay College has been recognized as a leading 4-year Hispanic-Serving Institution in the Northeast.

“John Jay College (JJC), a senior college within the City University System has been recognized as a leading 4-year Hispanic-Serving Institution in the Northeast (John Jay College on the Move, 2006).”

• cites John Jay College on the Move, 2006Not matched

  Couldn’t be matched to a paper in Crossref, so it can’t be checked.

Classified as probably not a substantial claim.

Low self-efficacy drives the development of career interests, goals, and actions.

“If the student does not believe she would be a candidate of interest to a graduate school, that low self-efficacy will drive the development of career interests, goals, and actions.”

Probably not a substantial claim: may not pass S3 (load-bearing).

After independent coding of the entire sample by the first and second authors, instances of disagreement were discussed and used to refine interpretations until complete inter-rater agreement was reached.

“After independent coding of the entire sample by the first and second authors, instances of disagreement were discussed and used to refine interpretations until complete inter-rater agreement was reached.”

Classified as probably not a substantial claim. May combine two claims.

Student beliefs about various careers may be faulty, and individuals may eliminate some career options prematurely.

“Brown and Lent (1996) point out that student beliefs about various careers may be faulty and that, as a result, individuals may eliminate some career options prematurely.”

• cites Brown & Lent, 1996 sourceNot checked — no full text of the source

Probably not a substantial claim: may not pass S3 (load-bearing).

The researchers engaged in monthly ongoing conversation about findings and patterns regarding student career choice, emergent themes, and alignment of findings with the theoretical framework.

“The researchers engaged in monthly ongoing conversation about findings and patterns regarding student career choice, emergent themes, and alignment of findings with the theoretical framework.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Unlike remediation and support interventions common at Minority- and Hispanic-Serving Institutions including JJC, PRISM was not founded to address a skill deficit, but as a program of excellence.

“Unlike remediation and support interventions that are common at Minority-and Hispanic-Serving Institutions including JJC, PRISM was not founded to address a skill deficit, but as a program of excellence.”

May combine two claims.

Through PRISM, faculty mentors broaden students' knowledge about career options, prepare them intellectually and technically for further study, provide the conditions under which a student may fall in love with the scientific pursuit and provide a boost of confidence as students contemplate their next steps.

“Through PRISM, faculty mentors broaden students' knowledge about career options, prepare them intellectually and technically for further study, provide the conditions under which a student may fall in love with the scientific pursuit and, critically, provide a boost of confidence as students contemplate their next steps.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

By setting high expectations for students and expecting them to commit significant time over multiple years toward pursuit of research, students become successful in scientific endeavors and begin to consider careers that they never did before or that they may have dismissed in their earlier thinking.

“By setting high expectations for students and expecting them to commit significant time over multiple years toward pursuit of research, students become successful in scientific endeavors and begin to consider careers that they never did before or that they may have dismissed in their earlier thinking.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Mentors are an important source of confidence for students; having a respected role model who believes in your potential to pursue graduate school is critical.

“Mentors are an important source of confidence for students; having a respected role model who believes in your potential to pursue graduate school is critical.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

These dual functions of graduate school exposure and advising relied on each other-without exposure, there would be minimal demand for advisory services and without advising, many interested students would face barriers in gaining admittance.

“These dual functions of graduate school exposure and advising relied on each other-without exposure, there would be minimal demand for advisory services and without advising, many interested students would face barriers in gaining admittance.”

Probably not a substantial claim: may not pass S2 (checkable).

PRISM is a powerful equalizer-providing access to scientific careers to populations traditionally underrepresented in the field.

“As such, we view PRISM as a powerful equalizer-providing access to scientific careers to populations traditionally underrepresented in the field.”

Classified as probably not a substantial claim.

These transformations are achieved not by simply telling students 'they can do it/they should do it' but by giving them a chance to see that they can be successful in this line of work.

“These transformations are achieved not by simply telling students”

Probably not a substantial claim: may not pass S3 (load-bearing).

PRISM delivers an important qualification to aspiring graduate school students, especially as participation in undergraduate research becomes more common and expected within the graduate applicant pool.

“In addition to developing their intentions, PRISM delivers an important qualification to aspiring graduate school students, especially as participation in undergraduate research becomes more common, and even expected, within the graduate applicant pool.”

Probably not a substantial claim: may not pass S4 (based).

If undergraduate research experiences are preferentially available at more financially advantaged institutions, minority science students enrolled in underfunded public institutions will be further disadvantaged.

“However, if undergraduate research experiences are preferentially available at more financially advantaged institutions, the droves of minority science students enrolled in underfunded public institutions will be further disadvantaged.”

Classified as probably not a substantial claim. May combine two claims.

PRISM encourages students to explore their own potential as scientists and develop confidence and self-efficacy in a career-relevant learning experience.

“PRISM encourages students to explore their own potential as scientists and develop confidence and self-efficacy in a career-relevant learning experience.”

May combine two claims.

PRISM exposed students to a landscape of potential degrees and then provided the experience and advising they would need to be successful candidates.

“PRISM exposed students to a landscape of potential degrees and then provided the experience and advising they would need to be successful candidates.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing).

Students must shift from being a member of a community of practice of those learning about science to being in a community of practice of those doing science.

“Students must shift from being a member of a community of practice of those learning about science to being in a community of practice of those doing science.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Monetary support through stipends and travel reimbursement lifts economic barriers to participation in PRISM.

“Given the sustained commitment required, monetary support through stipends and travel reimbursement lifts economic barriers to participation.”

Probably not a substantial claim: may not pass S2 (checkable).

There is an inherent danger of exacerbating current disparities in minority representation if care is not taken to support undergraduate research experiences at institutions that may not presently be able to afford them.

“Thus, while the trend toward undergraduate participation in research may benefit the state of science education nationally, there is an inherent danger of exacerbating current disparities in minority representation if care is not taken to support these experiences at institutions that may not presently be able to afford them.”

Classified as probably not a substantial claim.

Facilitating this transition is a major function of the undergraduate research faculty mentor.

“Facilitating this transition is a major function of the undergraduate research faculty mentor.”

May combine two claims.

Through both formal programs and informal conversations, PRISM encourages student interests and brings previously foreclosed or unimagined career paths to light.

“Through both formal programs and informal conversations, student interests are encouraged and previously foreclosed or unimagined career paths are brought to light.”

• AssumptionRests on an assumption: Most PRISM students do not come into the program with an established interest in research careers.

Probably not a substantial claim: may not pass S3 (load-bearing).

This was essential to ensure sufficient access to mentors as the PRISM program expanded.

“This was essential to ensure sufficient access to mentors as the PRISM program expanded.”

Probably not a substantial claim: may not pass S4 (based).

It is the institutional characteristics of the College rather than the program's features that drive the participation of racially and ethnically diverse students.

“It is the institutional characteristics of the College rather than the program's features that drive the participation of racially and ethnically diverse students.”

Probably not a substantial claim: may not pass S3 (load-bearing).

Because PRISM research activities occur on campus, the benefits of research enrich the culture and infrastructure of the College.

“Furthermore, because PRISM research activities occur on campus the benefits of research enrich the culture and infrastructure of the College (Carpi & Lents, 2013).”

• cites Carpi & Lents, 2013 sourceNot checked — no full text of the source

May combine two claims.

At John Jay College, course standing and GPA convey viability to complete the science major but do not necessarily identify students with desired scientific dispositions and abilities.

“At John Jay College, course standing and GPA convey viability to complete the science major but they do not necessarily identify students with desired scientific dispositions and abilities.”

Probably not a substantial claim: may not pass S4 (based). May combine two claims.

Students who look promising 'on paper' may not have sufficient skill for, or interest in, original research.

“Students who look promising”

Probably not a substantial claim: may not pass S4 (based).

Research experiences and advanced degrees confer greater versatility and upward mobility to students who would have been unlikely to pursue them otherwise.

“Research experiences and advanced degrees confer greater versatility and upward mobility to students who would have been unlikely to pursue them otherwise.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

These investments benefitted both PRISM and non-PRISM students.

“As such, these investments benefitted both PRISM and non-PRISM students.”

Probably not a substantial claim: may not pass S3 (load-bearing), S4 (based).

Without PRISM, students at John Jay College would not have had access to these opportunities.

“Without PRISM, students at John Jay College would not have had access to these opportunities.”

Probably not a substantial claim: may not pass S2 (checkable), S3 (load-bearing). May combine two claims.

These questions are crucial in establishing a strong relationship with a faculty mentor and more broadly understanding how to work within a community of professional scientists.

“These questions are crucial in establishing a strong relationship with a faculty mentor, and more broadly understanding how to work within a community of professional scientists.”

Probably not a substantial claim: may not pass S3 (load-bearing). May combine two claims.

Stipends offset costs that PRISM students might otherwise cover through outside employment and enable participation in conferences.

“Stipends offset the costs that this population of students might otherwise have to cover through outside employment, and enables participation in conferences, an important learning experience in itself.”