Undergraduate research is well established as a high-impact practice. It helps students participate in knowledge creation, transition to the workplace, and develop their ability to think critically (Johnson, 2006). Faculty who mentor undergraduate research report benefits related to teaching, career productivity, and renewed energy (Noe et al., 2002). The student and faculty benefits of participating in a mentored undergraduate research program coalesce for institutions leading to increased faculty retention, enhanced alumni loyalty, and overall institutional commitment (Clark et al., 2000). However, with the growth of mentored undergraduate research at the disciplinary and the institutional levels, the demand for faculty mentors has also grown resulting in added complexity to faculty expectations. Despite extensive research on the practice’s value to students, faculty and institutions, there is still much to learn about mentoring undergraduate research and the most effective ways to support faculty in their development of mentoring skills and abilities.

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…