A Framework for Mentoring Students Attending Their First Professional Conference

Abstract

Scientific conferences build professional skills and identity in undergraduate students and provide opportunities for developing professional social skills, a sense of belonging to their field, and an understanding of potential career options. However, undergraduate student attendance at professional conferences is low. When undergraduate students do attend, they often express anxiety associated with speaking with professionals, networking, or with the conference environment. To address these concerns, instructors from several institutions collaborated to develop an undergraduate course with the objective of training students to attend their first professional conference and then traveled with them to experience a conference. The course framework involved meetings with students and course assignments before, during, and after the conference. Assessment results indicated that student outcomes included a greater sense of belonging to their profession, social benefits, gains in confidence, career confirmation, and an improved understanding of the pathways to pursuing a career in this field (i.e., importance of undergraduate research, gaining experience during college, etc.). Our results suggest that formal preparation for attendance at a national scientific meeting maximizes the potential for students to benefit from their experience and reduces the anxiety many students express about attending a professional conference.

Fisheries Volume 45 Number 11 November 2020

“…Undergraduate attendance at professional meetings remains low (Flaherty et al 2018 ), which was clearly refl ected in our data, with 83% of respondents indicating that they either do not typically take undergraduates to meetings or take them only when the students are presenting. Furthermore, a majority of respondents (76%) reported that less than half of their students ever present their work at a conference.…”

“…Research overwhelmingly indicates that undergraduate students benefi t from conference participation, whether they are presenting or not. Undergraduate attendees frequently report that the most benefi cial aspects of meetings occur during informal social networking activities, such as conversations in coffee shops and sharing meals with other participants (Mabrouk 2009 ;Jones et al 2011 ;Flaherty et al 2018 ). In addition, underrepresented groups and fi rst-generation college students report an even stronger connection to these informal activities (Ishiyama 2007 ;Mekolichick and Bellamy 2012 ;Mekolichick and Gibbs 2012 ).…”

“…Opportunities for peer and near-peer interaction; access to lab or research group meetings; mentor provides appropriate socio-emotional support; student is invited to planned non-work activities Jacobi 1991 ;Nagda et al 1998 ;Mabrouk and Peters 2000 ;Joiner et al 2004 ;Lopatto 2004 ;Gafney 2005 ;Bender et al 2008 ;Behar-Horenstein et al 2010 Monitoring Mentor hosts regular research update meetings and provides direction as needed; student produces scholarly product and receives meaningful feedback; student is encouraged to revise work or ask new questions Shellito et al 2001 ;Joiner et al 2004 ;Gafney 2005 ;Bender et al 2008 ;Behar-Horenstein et al 2010 Communicating Networking Students are introduced to other members of the profession; students are included in meaningful professional conversation; students are comfortable asking for references Shore 2005 ;Campbell and Campbell 2007 ;Ishiyama 2007 ;Mabrouk 2009 Presenting Students are expected to present work in a formal setting; student travel to present is supported Bowman and Stage 2002 ;Mabrouk 2009 ;Mekolichick and Bellamy 2012 ;Flaherty et al 2018 Publishing Students are encouraged to publish their work if appropriate; students are expected to be fully engaged in the peer review process especially publication form. It marks a signifi cant completion milestone that brings the research full circle and can provide a sense of long-lasting satisfaction to the student (Ishiyama 2007 ;Mekolichick and Bellamy 2012 ).…”

A Contemporary Perspective on Undergraduate Research Mentoring in University Fisheries and Aquatic Sciences Programs

“…Undergraduate attendance at professional meetings remains low (Flaherty et al 2018), which was clearly reflected in our data, with 83% of respondents indicating that they either do not typically take undergraduates to meetings or take them only when the students are presenting. Furthermore, a majority of respondents (76%) reported that less than half of their students ever present their work at a conference.…”

Picture This! Reflecting on the Use of Posters as Expressions of PhD Research Projects

“…As discussed above, various advantages have been claimed about the design process and act of presenting posters at academic and professional conferences. For example, it has been suggested that a poster presentation represents an opportunity to develop effective communication skills, partly because the activity encourages PhD candidates to become confident and clear about the purpose of their research (Flaherty et. al, 2018).…”