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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.
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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 & 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 to mentors • Contributes to next generation • Personal satisfaction of helping student grow • Fresh view of field • Long-lasting professional relationships
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).
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
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.