Undergraduate Research Experiences for STEM Students Successes, Challenges, and Opportunities (2017) / Chapter Skim
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5 The Role of Mentoring
5 The Role of Mentoring
Pages 129-146
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. 1 This chapter includes content from a paper commissioned by the committee, titled Study ing the Role and Impact of Mentoring on Undergraduate Research Experiences, by Christine Pfund (2016)
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. However, more informal mentoring relationships can allow for a closer interpersonal bond to form, as they are not limited to the length of the program and frequently persist over a longer period of time (Mullen, 2005)
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Moreover, mentoring carried out by graduate students can provide undergraduates with an "insider's" perspective into the next step in pursuing a research career: the graduate training program. For example, a grad-undergrad mentoring program developed at the University of Pennsylvania2 has shown that grad-undergrad mentoring has helped undergraduate students broaden and deepen their understanding of educational and career opportunities in STEM fields.
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program described in Box 5-1, students have a peer support group (the cohort of mentees) that meets on a regular basis in addition to the mentoring provided by the upper-division peer and faculty mentors.
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On a practical level, mentors can assign research tasks and construct research experiences that are appropriate to the mentees' skills and understanding of disciplinary content. Mentors can introduce relevant concepts and skills, as well as provide a way for thinking about research.
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Career functions refer to the roles mentors play to prepare an individual for advancement within an organizaion or along a career path, making sure that the student has t the appropriate educational background and training for that path. For example, mentors may help undergraduates develop research presentations for local student symposia or national conferences and include them in the preparation of manuscripts for publication, as well as fostering the professional and networking skills that will help them gain employment (Dinham and Scott, 2001; Mullen et al., 2000; Young et al., 2004)
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. However, in recent years, there have been calls from funding agencies to evaluate and improve mentoring relationships for trainees (i.e., National Institute of General Medical Sciences [NIGMS]
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used structural equation modeling to examine the different factors that were predictive of persistence in community college settings. This analysis found that mentoring was an integral part of the theoretical framework predicting student persistence, and there was a direct positive relationship with mentoring experience and the student's ability to inte
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Effective mentoring relationships that focus on the psychosocial components have been associated with an increase in the mentee's perception and satisfaction with the relationship (Tenenbaum et al., 2001; Waldeck et al., 1997)
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found that historically underrepresented students were more likely than their ethnic-majority mentors to agree that cultural diversity matters should be addressed in research mentoring relationships. This is supported by research showing that mentors of historically underrepresented mentees needed to recognize the potential for colorblind attitudes, which could lead to a better understanding of underlying biases, and seek to better incorporate nondominant views into the research mentoring relationship (Prunuske et al., 2013)
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. Currently, there are few metrics available to assess the effectiveness of research mentoring relationships at various career stages, with diverse mentees, across varied types of research mentoring relationships and across career stages.
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Students in their first and second year experience a M year-long supervised research project and attend mandatory research seminars. A summer research fellowship program provides 10 weeks for students to par ticipate in an independent research experience.
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. Measuring the effective ess of faculty mentoring relationships.
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. Culturally diverse undergraduate researchers' academic outcomes and perceptions of their research mentoring relationships.
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. Training the next generation of research mentors: The University of California, San Francisco, clinical & translational science institute mentor development program.
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Paper commissioned for the Committee on Strengthening Research Experiences for Undergraduate STEM Students. Board on Science Education, Division of Behavioral and Social Sciences and Education.
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. Defining attributes and metrics of effective research mentoring relationships.
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