Trevor T. Tuma

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 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 paper presents a lesson using SSRIs to teach non-majors about enzymes and metabolism, showing improved learning outcomes and student engagement.

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.

This study shows that loss of SUT4 in poplar disrupts seasonal growth, carbohydrate allocation, and fertility under field conditions.

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.

Self-reports from 2,229 STEM undergraduates rank family as the most common top career influence (38.4%), acting chiefly by highlighting a career's value rather than students' competence.