Resources for Mentors
LUROP aims to support mentors in various ways.
Mentoring Students with Diverse Backgrounds and Learning Styles Outside the Classroom, Patrick L. Daubenmire (Chemistry)
Dr. Daubenmire presented this insightful workshop on mentorship at the biannual Focus on Teaching and Learning event in 2010.
"Undergraduate Research - What is it?" Asim Gangopadhyaya (Physics, College of Arts and Sciences)
Abstract: Undergraduate research is now widely seen as one of the major paradigms for engaging students. In the US, undergraduate research opportunities have become a common expectation of almost all incoming students and their parents. By bringing together the experiences gathered by a large number of colleagues at leading undergraduate institutions, I will describe the general understanding of undergraduate research. At Loyola University Chicago, for the last sixteen years, we have been engaging students in research from the very beginning of their careers. I will discuss this innovative Freshman Research Program, which has become a segue for many to more advanced undergraduate research at Loyola, and is making a profound impact on our program.
Articles on Mentoring
"Five Effective Strategies for Mentoring Undergraduates: Student Perspectives," Mario Pita, Christopher Ramirez, Nathanaelle Joacin, Sarah Prentice, and Christy Clarke
This article published in the Council on Undergraduate Research's CUR Quarterly offers several thoughtful student views on what makes for effective mentorship.
"The Intentional Mentor: Effective Mentorship of Undergraduate Science Students," Julio J. Ramirez
Abstract: Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the developmental profile of young adult students, and the traits of a good mentor are explored. The Triangular Model proposed by W. Brad Johnson provides a theoretical framework for the development of effective mentorship. Fifteen tips gleaned from the literature and the author’s personal experience are provided to help improve mentoring skills of faculty working with undergraduate science students.
Key Words: Mentee; Mentor; Mentoring; Protégé; Role Model; Science Education; Undergraduate Student
- 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.