Ten salient practices of undergraduate research mentors: A review of the literature

Journal Article (Journal Article)

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.

Full Text

Duke Authors

Cited Authors

  • Shanahan, JO; Ackley-Holbrook, E; Hall, E; Stewart, K; Walkington, H

Published Date

  • January 1, 2015

Published In

Volume / Issue

  • 23 / 5

Start / End Page

  • 359 - 376

Electronic International Standard Serial Number (EISSN)

  • 1469-9745

International Standard Serial Number (ISSN)

  • 1361-1267

Digital Object Identifier (DOI)

  • 10.1080/13611267.2015.1126162

Citation Source

  • Scopus