ERIC Number: EJ1168060
Record Type: Journal
Publication Date: 2018
Pages: 11
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1360-144X
EISSN: N/A
Entry Points When Undergraduate Research Mentors Reflect on Their Role: A Qualitative Case Study
International Journal for Academic Development, v23 n1 p41-51 2018
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.
Descriptors: Undergraduate Students, Student Research, Mentors, Reflection, Qualitative Research, Case Studies, Foreign Countries, Interviews, Partnerships in Education
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Sweden
Grant or Contract Numbers: N/A