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.