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Research involving undergraduate students is widely recognized as a high-impact educational practice, significantly enhancing their academic and professional development. Engaging in research fosters critical thinking, problem-solving skills, and a deeper understanding of their field of study. According to Kuh (2008), undergraduate research contributes to greater student engagement and retention, as it allows students to apply theoretical knowledge to real-world problems, thereby solidifying their learning. Lopatto (2010) highlights that students involved in research projects often report increased confidence, independence, and a sense of accomplishment, which are crucial for their future careers. Moreover, integrating research into undergraduate education helps build a robust academic foundation and cultivates a scholarly mindset, preparing students for advanced studies and professional success (Russell, Hancock, & McCullough, 2007). This practice not only benefits students academically but also contributes to the advancement of knowledge and innovation within academic institutions. (OpenAI. *ChatGPT*. May 30, 2024).

Engaging minority and under-served students in research can have academic benefits such as enhanced learning (Jones, Barlow, & Villarejo, 2010) and retention and graduation rates (Nagda, Gregerman, Jonides, Hippel & Lerner, 1998). This high impact practice can also improve career preparation (Lopotto, 2007). Faculty-Student research provides key networking and mentorship opportunities for students as well and these connections can lead to positive relationships throughout the students’ careers (Hurtado, Cabrera, Lin, Arellano, & Espinosa, 2009). Since CSUDH is a Hispanic serving and minority serving institution with a large proportion of first-generation and under-served students, providing this resource for students to engage in research and scholarly activities with faculty and with their peers will support our goals for student success!

References:

Kuh, G. D. (2008). *High-impact educational practices: What they are, who has access to them, and why they matter*. Association of American Colleges and Universities. Lopatto, D. (2010). *Science in solution: The impact of undergraduate research on student learning*. Research Corporation for Science Advancement.

Russell, S. H., Hancock, M. P., & McCullough, J. (2007). Benefits of undergraduate research experiences. *Science*, 316(5824), 548-549.

Cole, D. (2010). The effects of student-faculty interactions on minority students' college grades: Differences between aggregated and disaggregated data. *The Journal of the Professoriate*, 3(2), 137-160.

- Hurtado, S., Cabrera, N. L., Lin, M. H., Arellano, L., & Espinosa, L. L. (2009). Diversifying science: Underrepresented student experiences in structured research programs. *Research in Higher Education*, 50(2), 189-214.

- Jones, M. T., Barlow, A. E. L., & Villarejo, M. (2010). Importance of undergraduate research for minority persistence and achievement in biology. *The Journal of Higher Education*, 81(1), 82-115.

- Lopatto, D. (2007). Undergraduate research experiences support science career decisions and active learning. *CBE—Life Sciences Education*, 6(4), 297-306.

- Nagda, B. A., Gregerman, S. R., Jonides, J., von Hippel, W., & Lerner, J. S. (1998). Undergraduate student-faculty research partnerships affect student retention. *The Review of Higher Education*, 22(1), 55-72.

- Seymour, E., Hunter, A.-B., Laursen, S. L., & DeAntoni, T. (2004). Establishing the benefits of research experiences for undergraduates in the sciences: First findings from a three-year study. *Science Education*, 88(4), 493-534.

OpenAI. *ChatGPT*. May 30, 2024.