Entry points when undergraduate research mentors reflect on their role: a qualitative case study
Journal article, Peer reviewed
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OriginalversjonInternational journal for academic development. 2018, 23 (1), 41-51. 10.1080/1360144X.2017.1414053
Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role.