Entry points when undergraduate research mentors reflect on their role: a qualitative case study

Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mento...

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Bibliographic Details
Published in:The international journal for academic development 2018-01, Vol.23 (1), p.41-51
Main Authors: Wallin, Patric, Adawi, Tom
Format: Article
Language:English
Subjects:
Case Studies
critical reflection
entry points
Foreign Countries
Interviews
mentoring role
Mentors
partnership
Partnerships in Education
Qualitative Research
Reflection
Student Research
Undergraduate research
Undergraduate Students
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Summary:Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.
ISSN:1360-144X
1470-1324
1470-1324
DOI:10.1080/1360144X.2017.1414053