Mentoring Undergrad Researchers

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Mentoring Undergrad Researchers
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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?

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Importance and value of research involvement for
students
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Importance value for students

• Intellectual growth
• Learning how professionals in the field work
• Increases curiosity and confidence
• Career exploration
• Long-lasting professional relationships

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Importance and value of mentoring for faculty
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Importance and value to mentors

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

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Are you currently mentoring undergrads in
research?
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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

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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.

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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.

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How do you inform students of your expectations
for research?
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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).

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What qualities did you list for good mentors?
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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)

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Instrumental, continued

• Insist students write consolidating reports
  Encourage students to do presentations/publication
  s
• 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

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Qualities of good mentorsInterpersonal

• 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

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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

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Ethical considerations for mentors

• Appropriate professional boundaries
• Giving students appropriate credit for
  intellectual property

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Discuss ethics cases
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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?

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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

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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.