Exploration of Good vs. Bad Undergraduate Research Mentoring from the Student’s Perspective
Presentation Type
Poster Session
Location
Burnett Honors College Lounge
Start Date
8-10-2010 5:30 PM
End Date
8-10-2010 7:00 PM
Description/Abstract
What specifically makes an undergraduate research mentoring relationship successful from the student’s perspective? Seventy-nine undergraduates with research experience completed a survey about their undergraduate research mentor(s). Results indicated that students valued all aspects of the research mentoring relationship. Participants’ responses were categorized using Kram’s (1983) mentoring functions of Vocational Support, Psychosocial Functions, and Role Modeling to investigate which functions were most valued by the students. While most students reported having a positive mentoring relationship, 20% indicated having a “bad” research mentor. Data was collected on perceptions of good vs. bad mentorship from the students’ perspective. Themes and implications are discussed.
Exploration of Good vs. Bad Undergraduate Research Mentoring from the Student’s Perspective
Burnett Honors College Lounge
What specifically makes an undergraduate research mentoring relationship successful from the student’s perspective? Seventy-nine undergraduates with research experience completed a survey about their undergraduate research mentor(s). Results indicated that students valued all aspects of the research mentoring relationship. Participants’ responses were categorized using Kram’s (1983) mentoring functions of Vocational Support, Psychosocial Functions, and Role Modeling to investigate which functions were most valued by the students. While most students reported having a positive mentoring relationship, 20% indicated having a “bad” research mentor. Data was collected on perceptions of good vs. bad mentorship from the students’ perspective. Themes and implications are discussed.