George Kuh (2008) identified undergraduate research (UR) as a high-impact educational practice, one that has the potential to deepen students’ learning, strengthen self-awareness and broaden perspective-taking abilities, among many other benefits. Working closely with a faculty mentor is one of the defining characteristics of an undergraduate research experience (Lopatto, 2003), and faculty mentors are expected to guide students through the research process and be invested in the results or products (Osborne & Karukstis, 2009). Mentors often fulfill a psychosocial function as well (Johnson, 2006). Although mentoring is assumed to be a crucial component of successful student outcomes, surprisingly little empirical research has focused on mentoring in the context of UR.

Here are highlights of what we do know…