Individuals with disabilities are underrepresented in undergraduate science and in science careers. While it is becoming increasingly clear that students with disabilities experience unique challenges in undergraduate science classrooms, little is known about the experiences of students with disabilities in undergraduate research. However, a recent national study has begun to shed light on the experiences of students with disabilities in research.  Here are some of the main takeaways: Science students with disabilities are underrepresented in undergraduate research Researchers found that 12% of undergraduate researchers that were surveyed self-identified as having a disability, which is lower than the percentage of undergraduate science students with disabilities, indicating that undergraduate science students with disabilities are not participating in undergraduate research at the same rate. Students with disabilities tended to describe their functional limitations in research, but di

Do you remember attending office hours as a student? What did you like about them? What did you dislike? Whether you enjoyed office hours or not, they are a major feature of higher education (Griffin et al., 2014; Li & Pitts, 2009), and can benefit students (Guerrero & Rod, 2013). They are often required for faculty members and instructors to hold (Griffin et al., 2014; Li & Pitts, 2009). Yet, research in a variety of contexts shows that students may be reluctant to actually attend office hours (Griffin et al., 2014; Guerrero & Rod, 2013; Li & Pitts, 2009). Even though they may provide benefits to students, most students are not reaping the potential benefits that they hold. Perhaps if students knew the benefits of office hours and instructors were transparent about the benefits, they would attend. Research out of the ASU RISE Center shows that students may be uncomfortable asking questions in front of the class (Nadile et al., 2021). Thus, letting students know th