Erin L. Dolan

This study examines CURE instruction variation and limitations in CURE studies, finding that inconsistent design and reporting hinder conclusions about their effects on student outcomes.

The paper develops and validates the MERGE scale to measure both positive and negative mentoring experiences of doctoral students, showing its validity and incremental predictive value.

This study explores how mentors and role models influence Black women undergraduates' beliefs about the attainability of scientific research careers through qualitative interviews and thematic analysis.

This study examines how instructor talk in CURE and non-CURE lab courses influences student motivation outcomes, finding that task values talk positively affects scientific identity and career intentions.

This study identifies ten forms of social capital that science undergraduates use to access research experiences, highlighting the role of institutions and proactive behaviors.

A mentoring intervention combining attribution retraining and conflict management training reduced faculty conflicts with students and increased their confidence in managing conflicts.

This study compares non-content instructor talk in CURE and non-CURE lab courses, finding CURE instructors use more motivational talk but with greater variation.

This study examines how instructor humor affects student emotions in lab courses, finding that student perceptions of humor better predict emotional outcomes than researcher observations.

A perspective-getting intervention for science doctoral students did not improve self-blame or self-efficacy overall but helped those with lower mentorship satisfaction maintain self-efficacy.

This study examines how scientific self-efficacy develops in undergraduate research experiences, finding that analytic tasks significantly boost self-efficacy while time spent on research has no effect.