Being a Mentor

At the same time, many graduate programs provide limited formal preparation for mentoring, leaving faculty to develop their approach through experience and intuition. The Office for Undergraduate Research provides guidelines and resources to support faculty mentors working with undergraduate researchers. 

Establishing shared expectations at the beginning of a research experience helps create a strong foundation for the mentoring relationship. Some faculty choose to formalize these expectations as a written agreement or contract; others discuss them as shared understandings that each acknowledges to guide the collaboration. 

Setting clear expectations facilitates a research relationship in which the student and mentor understand that tasks are directed toward a specific project, often with time or performance requirements. The Council on Undergraduate Research (CUR) suggests that the following, from the outset, can help establish a strong and productive mentoring relationship: 

• Time requirements.
• Performance expectations.
• Expected outcomes, such as a presentation, publication, exhibition or report.
• A detailed project plan with outcomes.
• Identification of the student’s primary point of contact.

Whether a student is completing a digital badge with a preparation phase or not, this is also a good time to review any required training, certifications or safety protocols. 

Setting expectations is an iterative process. It highlights the student’s active role in shaping the relationship—asking questions, preparing for meetings, incorporating feedback, showing initiative and developing independence. At the same time, faculty mentors demonstrate their commitment through thoughtful guidance and clear communication about goals and expectations. 

The Community of Practice provides opportunities for faculty mentors to reflect on their own experiences and share their best practices with other mentors. Through this community, faculty will maintain a supportive and vibrant mentoring culture. As this takes shape, faculty may suggest or offer sessions to facilitate the sharing of new information and ongoing experiences. Graduate students and post-doctoral fellows who mentor undergraduate researchers may also find these conversations valuable and are welcome to participate.

Undergraduate researchers who contribute to scholarly work should receive appropriate recognition for those contributions. When students participate in conference presentations, publications, performances, exhibitions or other scholarly outputs, they should be credited in accordance with disciplinary and community conventions. Undergraduate researchers are collaborators in the research process, and acknowledging their contributions reinforces the collaborative nature of inquiry and discovery.