Yngve, K. (May 27, 2019). ‘Walking the walk’ of inclusion: Assessment instruments that support equity in learning, teaching and mentoring.  ACRL President’s Program EDI Discussion Series.  https://acrl.libguides.com/c.php?g=899144&p=6468942&t=38713

From the AAC&U website: "Mentored undergraduate research in global contexts, or MUR-GC, integrates the high-impact practices of mentoring, undergraduate research, and global learning. This volume explores the power of integrating these practices by tracing their origins and how institutions and individuals have integrated them. It provides models for adaptation in diverse institutional settings. Additionally, it highlights how MUR-GC can broaden access to global learning, encourage interdisciplinary perspectives, and ensure fair participation and ethical engagement. MUR-GC also creates valuable learning experiences for students, faculty, receiving communities, and host organizations."

Whitehead, D., Vandermaas-Peeler, M., Sutton, S., Price, M., Patch, K., & Acheson, K. (Eds.). (2024). Mentored undergraduate research in global contexts (MUR-GC): Integrated high Impact practices for student success. American Association of Colleges and Universities. https://www.aacu.org/publication/mentored-undergraduate-research-in-global-contexts-integrated-high-impact-practices-for-student-success

From the abstract: "In this study, subjects received individual or small-group interventions online in a course with trained intercultural mentors. The authors analyzed pretest-posttest changes on an intercultural assessment, the Intercultural Development Inventory, for treatment groups and a control for between-group differences. This study corroborates previous findings on the effectiveness of mentorship in study abroad and offers innovations for scaling up institutional efforts to support intercultural learning to reach larger numbers of students."

Jones, D. C., Campbell, M. M., & Acheson, K. (2019). Intercultural learning in semester-long study abroad: A comparative analysis of the effectiveness of one-on-one versus group-mentored interventions. The Journal on Excellence in College Teaching, 30(4), 7-35.  https://eric.ed.gov/?id=EJ1247586 

Jones, D. C., Campbell, M. M., Acheson-Clair, K., Yngve, K. (2019). Summary of “Intercultural learning in semester abroad: A comparative analysis of mentoring programs.” HubICL Research Repository.  https://hubicl.org/publications/71/4

Flaherty, E. A., Day, C. C., Urbanek, R. E., Wood, D. M., D'acunto, L. E., Quinn, V. S., & Zollner, P. A. (2019). Mentored conference experiences support students' career exploration and professional development. Wildlife Society Bulletin.  DOI:  10.1002/wsb.1013

From the abstract: "The Mentoring@Purdue Program (M@P) was established in 2013 to improve the quality of graduate school experiences for women and URMs in Ag+STEM disciplines by offering best practices and advice to utilize in mentoring relationships between graduate students and faculty or staff members. Participants of the 21 mentoring workshops and seminars were asked to evaluate the effectiveness of the sessions for importance, identifiable examples, interest in professional development programs, interest in mentoring activities on campus, and commitment to future attendance."

Allen, B. C. M., Knobloch, N. A., & Esters, L. T. (2019). An evaluation of a mentoring training program focused on women and underrepresented minorities in Ag+ STEM programs: A case study. NACTA Journal, 63(1).  https://www.proquest.com/docview/2381632795?sourcetype=Scholarly%20Journals.