Entry points when undergraduate research mentors reflect on their role: a qualitative case study
Artikel i vetenskaplig tidskrift, 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.
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
partnership
mentoring role
Författare
Patric Wallin
Norges teknisk-naturvitenskapelige universitet
Tom Adawi
Chalmers, Vetenskapens kommunikation och lärande, Avdelningen för ingenjörsutbildningsvetenskap (EER)
International Journal for Academic Development
1360-144X (ISSN) 1470-1324 (eISSN)
Vol. 23 1 41-51Ämneskategorier
Pedagogik
DOI
10.1080/1360144X.2017.1414053