Resources for Mentors
The Council of Graduate Schools (Zelditch 1990) defines mentors as: "Advisors, people with career experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback on one's performance; masters, in the sense of employers to whom one is apprenticed; sponsors, sources of information about, and aid in obtaining opportunities; models of identity of the kind of person one should be as an academic."
To support mentors, LUROP offers lists of research objectives and best practices, as well as templates for learning agreements and progress reports. LUROP also offers workshops and discussion panels, which you can search for on the LUROP events page. LUROP also aims to identify guides, articles, strategies, and other resources for mentors, which you can find collected below.
Mentoring Students with Diverse Backgrounds and Learning Styles Outside the Classroom, Patrick L. Daubenmire (Chemistry)
Dr. Daubenmire presented this insightful workshop on mentorship at the biannual Focus on Teaching and Learning event in 2010.
"Undergraduate Research - What is it?" Asim Gangopadhyaya (Physics, College of Arts and Sciences)
Abstract: Undergraduate research is now widely seen as one of the major paradigms for engaging students. In the US, undergraduate research opportunities have become a common expectation of almost all incoming students and their parents. By bringing together the experiences gathered by a large number of colleagues at leading undergraduate institutions, I will describe the general understanding of undergraduate research. At Loyola University Chicago, for the last sixteen years, we have been engaging students in research from the very beginning of their careers. I will discuss this innovative Freshman Research Program, which has become a segue for many to more advanced undergraduate research at Loyola, and is making a profound impact on our program.
The Leadership Alliance is an organization devoted to undergraduate research. As an organization they focus on creating summer research experiences for undergraduates. They have developed a guide catered to mentors who have students conduct research over the summer, but many of their suggestions are also useful throughout the academic year.
PURM is an interdisciplinary, peer-reviewed, online journal that focuses on scholarship about undergraduate research and mentoring. It is generally a forum through which research mentors share their experiences.
Articles on Mentoring
"Five Effective Strategies for Mentoring Undergraduates: Student Perspectives," Mario Pita, Christopher Ramirez, Nathanaelle Joacin, Sarah Prentice, and Christy Clarke
This article published in the Council on Undergraduate Research's CUR Quarterly offers several thoughtful student views on what makes for effective mentorship.
"The Intentional Mentor: Effective Mentorship of Undergraduate Science Students," Julio J. Ramirez
Abstract: Promoting quality mentorship of undergraduate science students has recently emerged as an important strategy for successfully recruiting and retaining students in the sciences. Although numerous faculty members are naturally gifted mentors, most faculty are inserted into a mentorship role with little, if any, training. Successfully mentoring undergraduate science students requires a myriad of skills that can be honed with forethought and practice. In this essay, the value of mentoring, the developmental profile of young adult students, and the traits of a good mentor are explored. The Triangular Model proposed by W. Brad Johnson provides a theoretical framework for the development of effective mentorship. Fifteen tips gleaned from the literature and the author’s personal experience are provided to help improve mentoring skills of faculty working with undergraduate science students.
"The Mentoring Role in Undergraduate Research Projects," Mitchell Malachowski
"The Intentional Mentor: Strategies and Guidelines for the Practice of Mentoring," Johnson, W. Brad, Professional Psychology: Research and Practice, Volume 33(1), February 2002, p 88–96.
What should I do when things go wrong?
- Focus on observable behavior
- Describe the impact of the behavior
- Emphasize what students could do differently
- Inform program director or LUROP manager (email@example.com)