Entry points when undergraduate research mentors reflect on their role: a qualitative case study
Journal article, 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.

entry points

critical reflection

Undergraduate research


mentoring role


Patric Wallin

Norwegian University of Science and Technology (NTNU)

Tom Adawi

Chalmers, Communication and Learning in Science, Engineering Education Research - EER (Chalmers)

International Journal for Academic Development

1360-144X (ISSN) 1470-1324 (eISSN)

Vol. 23 1 41-51

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