1. Mentoring Undergrad Researchers

2. 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?

3. Importance and value of research involvement for students

4. Importance & value for students Intellectual growth Learning how professionals in the field work Increases curiosity and confidence Career exploration Long-lasting professional relationships

5. Importance and value of mentoring for faculty

6. Importance and value to mentors Contributes to next generation Personal satisfaction of helping student grow Fresh view of field Long-lasting professional relationships

7. Are you currently mentoring undergrads in research?

8. 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

9. 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.

10. 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.

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

12. 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).

13. What qualities did you list for good mentors?

14. 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)

15. 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

16. 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

17. 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

18. Ethical considerations for mentors Appropriate professional boundaries Giving students appropriate credit for intellectual property

19. Discuss ethics cases

20. 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?

21. 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

22. 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.