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Research/lab experience
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Students discuss working in a lab or conducting research (job responsibilities, independent work, experiences presenting or publishing their research).
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(1a) Unique role of research mentorship; (2) influence of mentoring on scientific identity
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Relationships with faculty/staff
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Students discuss relationships and interactions with UNC faculty and staff (mentoring, what mentoring means, role models, support received from faculty/staff).
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(1) Characterizing successful mentoring relationships
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Part-time jobs/internships
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Students discuss employment and internships: paid/unpaid, summer/academic year, reasons for working (e.g., career development, money), time spent at work/internship, influence on academic and/or CSS experiences.
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(2) Influence of mentoring on scientific identity
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Relationships with program staff
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Students discuss interactions with CSS staff, who it is, what their interactions include, such as in advising roles.
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(1) Characterizing successful mentoring relationships
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Professional development
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Student discusses opportunities that CSS provides them for furthering their career (providing resources to travel, mentorship, paying for test fees).
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(1) Characterizing successful mentoring relationships; (2) influence of mentoring on scientific identity
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Post-graduation motivations and support
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Students discuss their motivations to pursue something post-graduation, instrumental/emotional support they receive toward that goal, and overall preparedness for post-grad life/career.
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(1) Characterizing successful mentoring relationships
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Diversity
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Students discuss diversity in STEM, mentorship, CSS, and at UNC more broadly.
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(1) Characterizing successful mentoring relationships
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Scientific identity
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Students discuss why they identify/do not identify/are hesitant about identifying as scientists.
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(2) Influence of mentoring on scientific identity
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Formative experiences
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Students discuss the personal experiences that shape their identity/absence of their identity as scientists.
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(1a) Unique role of research mentorship
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Perceived qualifications
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Students discuss their perceptions and understandings of what it means to be a scientist, including educational requirements, research experience, and professional engagement.
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(2) Influence of mentoring on scientific identity
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