It is not only students who benefit from these relationships; faculty find mentoring to be one of the most rewarding aspects of their careers, as seen from reflections from two LUROP faculty mentors:

"Working together with students on research projects is one of my greatest pleasures as a faculty member. Their enthusiasm and creative ideas make it exciting for me to come into the lab, and they contribute significantly to the progress of our research. "  —Dr. Jeffrey Doering, Biology

"One of my greatest joys as a Loyola professor has been working with highly talented and motivated undergraduate students who are interested in undertaking special research projects...I truly enjoy viewing a topic I presume to know well through the eyes of my students, who always bring a fresh and unique perspective."  —Dr. Peter J. Schraeder, Policitical Science

Faculty roles vary considerably by program. However, most LUROP fellowships require these components:

• The student must find and approach a faculty member to serve as a mentor.
• The faculty member must agree to serve as a mentor based on similar research interests, whether as part of the faculty research project or as a mentor to help guide a student in his or her own independent research.
• Each faculty mentor must complete the faculty support letter as part of the application package. 

Mentoring Tips 

• Be a careful listener and be available. Good mentoring involves the development of both a professional and personal relationship with a student and advances a student’s intellectual, academic and personal growth. Undergraduates need interactions and guidance to be successful. Consider setting up regularly scheduled meetings each week.
• If possible, bring a student into a research project on which you are currently working or which relates to your area of interest. This provides the student with a project that already has some structure, planning, and context and reduces the time invested by the faculty. 
• Although students may be assisting with a larger faculty project, it is important that they are undertaking work that is siginificant and over which they can take intellectual ownership. 
• Students of varying levels of skills and abilities can succeed in research, but faculty should be prepared to mentor students at different levels and not make assumptions about background and abilities. 
• Clearly establish expectations for work habits, project outcomes, time commitment, etc. A written or verbal agreement is recommended. 
• Talk to the student about graduate school and other research careers. Many students do not know about all of the options in their field of interest.
• Assist the student in building a professional network—introduce him or her to colleagues and graduate students who may serve as additional mentors or consider taking students to professional conferences. 
• Help students make connections between the research and their coursework.

Additional Resources

• Do you have open research positions and need to reach students? Post your paid or volunteer opportunities on Rambler Link!
  
  
• Focus on Teaching presentations: 
  -- Mentoring Students with Diverse Backgrounds and Learning Styles Outside the Classroom
      Dr. Patrick L. Daubenmire's (Assistant Professor, Chemistry)
  
  
• Transformative Undergraduate Research: Students as the Authors and Authorities on Their Own Education Council on Undergraduate Research article on creating an effective undergraduate research experience.