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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
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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

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References

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