PURM 6.1
PURM 6.1 (2017)
Special Issue: Co-Mentoring, Mentoring Networks, and Mentoring Models
Letter from the Guest Editors for Issue 6.1
Caroline Ketcham, Elon University
Karl Sienerth, Elon University
Cynthia Fair, Elon University
Research Article
Mentoring Undergraduates in Research and Creative Endeavors
Abstract: Just as undergraduate research projects can vary in scope and structure, mentoring relationships can have many dimensions. This article provides a concise resource that summarizes research on mentoring and educational psychology for mentors and provides key questions that mentors should address when establishing undergraduate research experiences.
Cindy S. Ticknor, Ph.D., Columbus State University, US
Research Article
Beyond the Mentor-Mentee Model: A Case for Multi-Mentoring in Undergraduate Research
Abstract: We review multi-mentoring structures and the concept of co-mentoring. When applied to undergraduate research, these approaches expand students’ mentor networks, strengthen positive psychosocial and career outcomes, and enhance productivity and interdisciplinarity. We suggest strategies for implementation and call for institutions to provide support for the changing landscape in mentoring undergraduate research.
Brittany A. Nicholson, M.S. Candidate, Rice University, US
Meagen Pollock, Ph.D., The College of Wooster, US
Caroline J. Ketcham, Ph.D., Elon University, US
Heather M. Fitz Gibbon, Ph.D., The College of Wooster, US
Evan D. Bradley, Ph.D., The Pennsylvania State University Brandywine, US
Michelle Bata, Ph.D., Clark University, US
Dialogue
Co-Mentoring Undergraduate Research: Student, Faculty and Institutional Perspectives
Abstract: This is a conversation piece of an example of co-mentoring undergraduate research which has resulted in meaningful outcomes for students, faculty, and the institution. We highlight the process of formal acknowledgement by the institution and benefits and challenges for faculty, students and, institutions to consider. Qualities, characteristics, responsibilities, and best practices are also discussed as a model for others to use in their institutional context.
Caroline J. Ketcham, Ph.D., Elon University, US
Eric E. Hall, Ph.D., Elon University, US
Paul C. Miller, Ph.D., Elon University, US
Dialogue
Use of Creative Inquiry as a Model for Undergraduate Research Mentoring: Co-Curricular and Curricular Approaches
Abstract: This article describes our efforts at Tennessee Technological University to incorporate a new creative inquiry model, with a set of five student learning outcomes that are easily assessed with a customizable rubric, into our undergraduate research efforts. We highlight perspectives on using the creative inquiry model to mentor undergraduate researchers in both co-curricular and curricular class settings.
Amanda J. Carroll, Ph.D., Tennessee Technological University, US
Kelsey D. Richards, M.S., Tennessee Technological University, US
Edward C. Lisic, Ph.D., Tennessee Technological University, US
Research Article
Development and Implementation of an Effective Graduate Student Mentoring Program in Support of Undergraduate Research Experiences
Abstract: A new model of a graduate mentor training program in support of undergraduate research at research universities is presented. This approach is unique in that it is grounded in the undergraduate research and mentoring literature and is neither time-intensive nor exhaustive topically. A three-year study of mutual mentor and protégé satisfaction in a Research Experiences for Undergraduates program demonstrates the efficacy of the approach.
Patricia Ann Mabrouk, Ph.D., Northeastern University
Dialogue
Immersed in Mentoring: A Case Study of Developmental Networks in an Online Research Lab
Abstract: This paper demonstrates an online mentoring model demonstrating a scaffolded approach to creating a developmental network. In this paper, the perspectives of mentoring and forming a developmental network as it occurred in an online undergraduate research lab are shared. The difference between face-to-face and online mentoring is also discussed.
Christina Renee Kalel, B. A., University of Arizona
Jessala A Grijalva, B. A., University of Arizona
Brandy Allison Brown, Ph.D., University of Arizona South
Dialogue
Using the One-Room Schoolhouse Method: The Design and Teaching of a Summer Undergraduate Research Course in Phage Biology
Abstract: A summer research course was designed and implemented at George Mason University to offer both undergraduates and high school students an opportunity to participate in environmental microbiology and introductory bioinformatics research. This endeavor engaged students, teachers, mentors, and Learning Assistants to investigate microbial coevolution and gave the students a foothold for future research after the course.
Lindsey Blais Cundra, B.S., George Mason University
Caroline Ann Benzel, B.S., George Mason University
James Reid Schwebach, Ph.D., Ed.M., George Mason University
Dialogue
Learning and Teaching Digital Storytelling: A Student’s Journey into “Bravery Spaces”
Abstract: Syressa Lewis took two of Walt Jacobs’ classes as a lower-division undergraduate, and then co-taught a class on digital storytelling with him as an upper-division undergraduate. Lewis discusses how she learned to trust in her ability to adapt to a new environment in order to create unique experiences for herself and other students.
Syressa L. Lewis, B.A., University of Minnesota
Walter R. Jacobs, Ph.D., San José State University