Key actions of successful summer research mentors

Abstract

Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized ''key actions'' of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six ''key actions'' hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs.

Running a successful STEMM summer program: A week‐by‐week guide

“…Past students at other summer programs, such as the University of Texas System (UT System) Louis Stokes Alliance for Minority Participation Summer Research Academy, reported seeking summer mentorship that included regular meetings and clear expectations and communications throughout (Gorbett et al, 2022). Another analysis of eleven National Science Foundation's Research Experience for Undergraduates outcomes found that the most effective programs had successful mentoring, with the key dimensions of mentorship constituting safety (teaching students about protocols), preparedness (i.e., plans in place), proactiveness (i.e., responds to students' needs), patience (i.e., understanding of students' learning), presence (i.e., available for meetings and questions), and positivity (i.e., offering positive feedback with a good attitude) (Raman et al, 2016). Thus, we sought to ensure mentorship was delivered through multiple forms including casual, intentional, and peer (Davis‐Reyes et al, 2022; Hinton, Vue, et al, 2020; Johnson, 2002; De Lora et al, 2022; National Academies of Sciences, Engineering, and Medicine, et al, 2019; McReynolds et al, 2020; Montgomery et al, 2014; Montgomery & Page, 2018; Murray, Shuler, et al, 2022; National Academies of Sciences, Engineering, and Medicine, 2020; Shuler et al, 2021; Termini, Hinton, et al, 2021; Termini, McReynolds, et al, 2021), and all mentors were required to read these previous publications.…”

A Mixed-Method Research Study of Dual Enrolled Students’ Experiences in a Research Course: Research Capital Development?

“…Students cite social-emotional support as critical to their success in undergraduate research, and especially important for, underrepresented students such as first-generation students, students of color, women, and culturally and linguistically diverse students who pointed to the need for personal connections and social support with their research mentors (Shanahan et al, 2015). This mentorship includes providing positive, constructive feedback and encouragement as well as supporting the emotional/psychological aspect in the development of researchers (Long et al, 2019;Raman et al, 2016;Shellito et al, 2001).…”

Multidisciplinary Undergraduate Research Experience in the Internet of Things: Student Outcomes, Faculty Perceptions, and Lessons Learned

“…High quality faculty-student mentor interactions are characterized by faculty preparation for the arrival of the student, availability to students, proactive handling of changes to a student's project, positive feedback on a regular basis, emphasis and modeling of safety behavior, and patience (Raman, Geisinger, Kemis, & de la Mora, 2016). REU students who are given opportunities to work autonomously are better equipped to deal with uncertainty without over relying on mentor guidance; moreover, inconsistent supervision by the mentor and lack of control over the assigned research project may deter female REU students, in particular, from pursuing graduate school (Massi, McKinzie, Gesquiere, & Seal, 2014).…”