Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- 7 Introduction
- Part II.1 Implementation Models in Undergraduate Research
- Part II.2 Key Measures for the Implementation of Undergraduate Research
- 13 Mentoring in Undergraduate Research
- 14 Inquiry Approach and Phases of Learning in Undergraduate Research
- 15 Assessment in Undergraduate Research
- 16 Dissemination in Undergraduate Research
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
13 - Mentoring in Undergraduate Research
The Teacher’s Role
from Part II.2 - Key Measures for the Implementation of Undergraduate Research
Published online by Cambridge University Press: 11 August 2022
Book contents
- The Cambridge Handbook of Undergraduate Research
- The Cambridge Handbook of Undergraduate Research
- Copyright page
- Contents
- Figures
- Tables
- Contributors
- Foreword
- Foreword
- 1 Introduction
- Part I Theory and Research on Undergraduate Research
- Part II Implementation, Approaches, Methods
- 7 Introduction
- Part II.1 Implementation Models in Undergraduate Research
- Part II.2 Key Measures for the Implementation of Undergraduate Research
- 13 Mentoring in Undergraduate Research
- 14 Inquiry Approach and Phases of Learning in Undergraduate Research
- 15 Assessment in Undergraduate Research
- 16 Dissemination in Undergraduate Research
- Part III Disciplines
- Part IV International Perspective
- Part V Avenues for Developing Undergraduate Research
- Index
- References
Summary
Ten salient practices drawn from a large-scale literature review of mentoring practice over the last two decades are described. Then, the findings from interviews with 32 award-winning mentors from around the world are used to exemplify particular practices and highlight the characteristics and values of award-winning mentors. In so doing a database of award-winning mentors and the nature of the awards processes around the world is used to explore recognition and reward in relation to academic careers. Disciplinary differences in practices are discerned where possible at the broad subject level, e.g., in STEM the limitations for lab-based disciplines on facilitating open-ended inquiry with large classes, countered by excellent use of layered lab models for creating a sense of research community and vertical, peer and near-peer mentoring opportunities. In addition, the practices that mentors find particularly challenging are described. The implications of these findings for mentor training are outlined and a brief review of mentor training schemes provided. The way that mentors view the future of their mentoring practice concludes the chapter.
- Type
- Chapter
- Information
- The Cambridge Handbook of Undergraduate Research , pp. 133 - 148Publisher: Cambridge University PressPrint publication year: 2022
References
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