Mentoring Undergrad Researchers

Please use the index card to sketch answers to:

Why is research important/valuable to students?

Why is mentoring important/valuable to faculty?

What are some qualities of good mentors?

Importance and value of research involvement for students

Importance & value for students

Intellectual growth Learning how professionals in the

field work Increases curiosity and confidence Career exploration Long-lasting professional

relationships

Importance and value of mentoring for faculty

Importance and value to mentors

Contributes to next generation Personal satisfaction of helping

student grow Fresh view of field Long-lasting professional

relationships

Are you currently mentoring undergrads in research?

Goals for an undergrad research experience

Intellectual stimulation and real problem-solving

Learn laboratory social roles and culture Learn research ethics Learn safety precautions Learn careful and consistent work habits

Clarifying your expectations to students

A clear description of the work they will be doing and its objectives.

(If applicable) Logistics such as lodging, meals, transportation, pay.

Space and equipment the student can use. Who will supervise the student on a daily

basis. Evaluation procedures. Safety instructions. Care/maintenance/

reporting of instruments or breakage.

Expectations, cont.

Expected work hours. Anticipated timeline. Lab techniques and recording methods. Expected meetings with mentor and/or

team. Intellectual property issues– how will

authorships/patents be handled? Can a student take data at the end of the summer? What information is proprietary?

Creature/social comforts, e.g., nearby lunch, opportunities for socializing.

How do you inform students of your expectations for research?

Be aware of student expectations

Students report that the most important aspect of their undergrad research experiences is their relationship with the mentor (Mabrouk & Peters, 2000)

Students often expect to achieve something significant by the end of their projects (and thus are vulnerable to frustration with setbacks).

What qualities did you list for good mentors?

Qualities of good mentors: Instrumental

Encourage task, and eventually career, independence while providing support

Select projects that are feasible and yet make unique contributions to the discipline; Provide adequate supplies/equipment for the project

Be aware of variability in students’ preparation/ skills/ motivation for doing scholarship; Be prepared to give instructions in scholarship skills

Provide a clear connection and progression between routine tasks and intellectual collaboration

Teach students about safety and ethical considerations (including intellectual property)

Instrumental, continued Insist students write

consolidating reports; Encourage students to do presentations/publications

Provide introductions/networking opportunities. Publicly recognize student contributions

Be prepared to write letters of recommendation and to provide career/grad school guidance

Encourage students to be critical thinkers beyond the lab

Qualities of good mentors:Interpersonal

Take advantage of summers, be aware of other constraints on student time during the year; be aware of university policies about Undergrad Research Experiences

Communicate your expectations clearly, including expectations for interpersonal roles and interactions in the scholarship team and how students will be evaluated;

Provide an open environment where undergraduate opinions are welcome;

Be approachable and available Give positive feedback Be frank and direct, Give timely feedback, including

termination if necessary

Interpersonal, cont.

Get to know students as individuals; Support students’ self esteem; Watch for depression/frustration

Be sensitive to how much guidance/structure different students need at different points in the project

Show your enthusiasm, be a good role model

Resist the temptations of power Encourage feedback about your mentoring

Ethical considerations for mentors

Appropriate professional boundaries

Giving students appropriate credit for intellectual property

Discuss ethics cases

Mentoring challenges Responding to lack of student

progress– balancing discipline with encouragement

Dealing with student frustration Conflicts among members of the lab

Have you experienced these or other problems in working with undergrads?

Helping students to the next stage: Grad school applications

Talk with students about whether they are a good fit for grad school, in terms of ability and motivation

Be candid about what grad school involves

Point students to sources of information Be prepared to write LORs Coach students to write good personal

statements

Sources Merkel, C.A. & Baker, S. M. (2002). How to

mentor undergraduate researchers. Washington, DC: Council on Undergraduate Research.

Keith-Spiegel, P. et al. Ethics of Teaching. Shore, C. (in press). Toward recognizing high-

quality faculty mentoring of undergraduate scholars. Journal of Excellence in College Teaching.