Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-hc48f Total loading time: 0 Render date: 2024-12-31T19:58:16.669Z Has data issue: false hasContentIssue false

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

By
Helen Walkington ,
Eric E. Hall  and
Caroline J. Ketcham
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
Get access

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.

Keywords

mentoringmentor trainingco-mentoringmentoring modelssalient practices
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 133 - 148
Publisher: Cambridge University Press
Print publication year: 2022

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Bradley, E. D., Bata, M., Fitz Gibbon, H. M., Ketcham, C. J., Nicholson, B. A., & Pollack, M. (2017). Structure of mentoring in undergraduate research: Multi-mentor models. Scholarship and Practice of Undergraduate Research, 1(2), 35–42. https://doi.org/10.18833/spur/1/2/12Google Scholar
Fung, D. (2017). Connected curriculum for higher education. UCL Press. www.jstor.org/stable/j.ctt1qnw8nfGoogle Scholar
Gentile, J., Brenner, K., Stephens, A., & Committee on Strengthening Research Experiences for Undergraduate STEM Students. (2017). Undergraduate research experiences for STEM students: Successes, challenges, and opportunities. National Academy Press.CrossRefGoogle Scholar
Hall, E., Walkington, H., Shanahan, J., Ackley, E., & Stewart, K. (2018). Mentor perspectives on the place of undergraduate research mentoring in academic identity and career development: An analysis of award-winning mentors. International Journal for Academic Development, 23(1), 15–27.CrossRefGoogle Scholar
Holmwood, C., & Scales, P. (2018). Liminality in higher education – Gaps and moments of uncertainty as legitimate learning spaces. In Taylor, J., & Holmwood, C. (Eds.), Learning as a creative and developmental process in higher education: A therapeutic arts approach and its wider application. Routledge.Google Scholar
Johnson, W. B. (2016). On being a mentor: A guide for higher education faculty. Taylor & Francis.Google Scholar
Johnson, W. B. (2018). Foreword. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. ix–xi). Council on Undergraduate Research.Google Scholar
Joshi, M., Aikens, M. L., & Dolan, E. L. (2019). Direct ties to a faculty mentor related to positive outcomes for undergraduate researchers. BioScience, 69(5), 389–397. https://doi.org/10.1093/biosci/biz039CrossRefGoogle ScholarPubMed
Ketcham, C., Hall, E., Fitz Gibbon, H., & Walkington, H. (2018). Co-mentoring in undergraduate research: A faculty development perspective. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 155–180). Council on Undergraduate Research.Google Scholar
Ketcham, C. J., Hall, E. E., & Miller, P. C. (2017). Co-mentoring undergraduate research: Student, faculty and institutional perspectives. PURM: Perspectives on Undergraduate Research Mentoring, 6(1), 1–13. www.elon.edu/u/academics/undergraduate-research/purm/wp-content/uploads/sites/923/2019/06/final_Ketcham-Hall-Miller_main.pdfGoogle Scholar
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, DC: Association of American Colleges and Universities.Google Scholar
Larson, S., Partridge, L., Walkington, H., Wuetherick, B., & Moore, J. (2018). An international conversation about mentored undergraduate research and inquiry and academic development. International Journal for Academic Development, 23(1), 6–14.Google Scholar
Levenson, C. W. (2010). Enhancing undergraduate research in the arts and humanities. AAC&U: Peer Review, 12(2), 13–16.Google Scholar
Mullen, C. A. (2016). Alternative mentoring types. Kappa Delta Pi Record, 52(3), 132–136.CrossRefGoogle Scholar
Nicholson, B. A., Pollock, M., Ketcham, C. J., Fitz Gibbon, H. M., Bradley, E. D., & Bata, M. (2017). Beyond the mentor–mentee model: A case for multi-mentoring in undergraduate research. PURM, 6(1). https://openworks.wooster.edu/facpub/373Google Scholar
Schantz, M. S. (2008). Undergraduate research in the humanities: Challenges and prospects. Council on Undergraduate Research Quarterly, 29(2), 26–30.Google Scholar
Shanahan, J., Ackley-Holbrook, E., Hall, E., Stewart, K., & Walkington, H. (2015). Salient practices of undergraduate research mentors: A review of the literature. Mentoring and Tutoring, 23(5), 359–376.CrossRefGoogle Scholar
Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., Walkington, H., & Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemination of undergraduate research and inquiry. Teaching & Learning Inquiry, 1(2), 105–118.Google Scholar
Thiry, H., & Laursen, S. L. (2011). The role of student–advisor interactions in apprenticing undergraduate researchers into a scientific community of practice. Journal of Science Education and Technology, 20(6), 771–784.Google Scholar
Walkington, H., Hall, E., Shanahan, J., Ackley, E., & Stewart, K. (2018). Striving for excellence in mentoring undergraduate research: The challenges and approaches to ten salient practices. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 105–130). Council on Undergraduate Research.Google Scholar
Walkington, H., Stewart, K. A., Hall, E. E., Ackley, E., & Shanahan, J. O. (2019). Salient practices of award-winning undergraduate research mentors – Balancing freedom and control to achieve excellence. Studies in Higher Education, 45(7), 1519–1532. https://doi.org/10.1080/03075079.2019.1637838Google Scholar
Wuetherick, B., Willison, J., & Shanahan, J. O. (2018). Mentored undergraduate research at scale: Undergraduate research in the curriculum as pedagogy. In Vandermaas-Peeler, M., Miller, P., & Moore, J. (Eds.), Excellence in mentoring undergraduate research (pp. 181–202). Council on Undergraduate Research.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×