This paper identifies salient practices of faculty mentors of undergraduate research (UR) as indicated in the extensive literature of the past two decades on UR. The well-established benefits for students involved in UR are dependent, first and foremost, on high-quality mentoring. Mentorship is a defining feature of UR. As more and different types of colleges and universities strive to meet student demand for authentic scholarly experiences, it is imperative to identify what effective UR mentors do in order to ensure student engagement, quality enhancement, retention, and degree-completion. We offer an original analysis of the literature on UR mentoring in which we identify 10 significant "lessons learned," or evidence-based practices of effective UR mentors that apply broadly across disciplines, students, institutions, and mentoring approaches.

No abstract

An early-to mid-Holocene humid phase has been identified in various Arabian geoarchives, although significant regional heterogeneity has been reported in the onset, duration and stability of this period. A multi-proxy lake and dune record from Wahalah in the United Arab Emirates (UAE) documents significant variations in hydrology, biological productivity and landscape stability during the first half of the Holocene. These data reveal that post-Last Glacial Maximum dune emplacement continued into the earliest part of the Holocene, with the onset of permanent lacustrine sedimentation at the site commencing ~8.5 ka cal. BP. A long-term shift towards more arid conditions is inferred between ~7.8 -5.9 ka cal. BP, with intermittent flooding of the basin and distinct phases of instability throughout the catchment area. This transition is linked to the southwards migration of the Intertropical Convergence Zone (ITCZ) and associated weakening of monsoon rains. A peak in landscape instability is recorded between ~5.9 -5.3 ka cal. BP and is marked by a pronounced increase in regional dune emplacement. These variations are considered alongside the record of human settlement raising important questions *Manuscript Click here to view linked References about the interactions between population demographics, climate and environment in southeast Arabia during the Neolithic.

This article considers the rationale for embedding research and enquiry skills early in the undergraduate geography curriculum and for making these skills explicit to students. A survey of 52 international geography faculty identified critical thinking, framing research questions, reflectivity and creativity as the most challenging research skills to teach early in the undergraduate curriculum. This article provides a range of practical examples illustrating research skill teaching from geography courses internationally. The case studies demonstrate that by embedding research skill development early, scaffolding provided throughout a degree programme can support geography students as they become producers of knowledge.

No abstract