This document reviews literature on mentoring practices for undergraduate research. It identifies 10 salient practices of effective undergraduate research mentors based on over 100 peer-reviewed sources. The first salient practice is for mentors to engage in strategic pre-planning to be prepared for students' varying abilities and needs throughout the research process. This involves careful consideration of project selection and planning to match students' skills and allow progression. Effective mentoring is key to students gaining benefits from undergraduate research experiences.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
This study examined differences in faculty motivation to participate in faculty development programs across four institution types. The results showed that full-time faculty attended more development activities than part-time faculty. Preferred formats included books/videos and short workshops. Motivations to attend included improving teaching and activities related to technology. The top obstacles were lack of time and financial support, which differed by institution type.
This academic CV summarizes the education and experience of Georgann Cope Watson. It includes her PhD from Brock University in Educational Studies, as well as her teaching expertise in areas such as adult education and online teaching. Her research interests include critical pedagogy and instructional design. She has extensive teaching experience as an instructor and teaching assistant at several universities. The CV also lists her publications, conference presentations, and principles of teaching practice that emphasize transparency, authenticity, and reflexivity.
Context matters: A description and typology of the online learning landscapePatrick Lowenthal
This document presents a framework for classifying different types of online learning based on key contextual variables. It discusses how current research and practice often neglect context when discussing online learning, treating it as a single entity rather than recognizing important differences. These include whether instruction is synchronous or asynchronous, instructor-led or learner-led, and differences in settings, audiences, technologies and subjects. The document reviews past efforts to classify online learning and proposes a new typology to provide a more precise language for research and help practitioners improve online programs by better understanding different contexts.
This dissertation examines the development of a financial model for launching and operating an online degree program within a public higher education system. The author reviews literature on cost modeling in traditional and online education, as well as relevant business literature. Data are collected from Tennessee's Regents Online Degree Program and Ohio's eCommunity Schools reports. The dissertation aims to develop a financial model called OPERA that can be applied and tested within public higher education systems for online program costing and budgeting.
The document discusses research into whether online or face-to-face classes are better for student learning and socialization. It addresses research questions about knowledge retention, benefits of each format, and how students at the University of Central Florida are affected. The document outlines different types of online courses and discusses studies showing flexibility as the main reason UCF students take online classes, though socialization may be reduced online. It also summarizes a study finding no difference in teaching quality between formats.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
This document summarizes a study conducted by Walden University to improve student progress and retention, especially in the first year. It details the university's cultural shift to establish a clear student progress strategy and methodology for a multi-year study of retention initiatives. The study found initiatives improved student satisfaction, performance, and retention. The introduction provides historical context on the focus of retention in higher education beginning in the 1960s. It also notes challenges in online programs include competing responsibilities, lack of direct contact between students and faculty, and need for support specific to distance learners.
AERA - 2010: Examining faculty motivation for professional developmentPatrick Lowenthal
This study examined differences in faculty motivation to participate in faculty development programs across four institution types. The results showed that full-time faculty attended more development activities than part-time faculty. Preferred formats included books/videos and short workshops. Motivations to attend included improving teaching and activities related to technology. The top obstacles were lack of time and financial support, which differed by institution type.
This academic CV summarizes the education and experience of Georgann Cope Watson. It includes her PhD from Brock University in Educational Studies, as well as her teaching expertise in areas such as adult education and online teaching. Her research interests include critical pedagogy and instructional design. She has extensive teaching experience as an instructor and teaching assistant at several universities. The CV also lists her publications, conference presentations, and principles of teaching practice that emphasize transparency, authenticity, and reflexivity.
Context matters: A description and typology of the online learning landscapePatrick Lowenthal
This document presents a framework for classifying different types of online learning based on key contextual variables. It discusses how current research and practice often neglect context when discussing online learning, treating it as a single entity rather than recognizing important differences. These include whether instruction is synchronous or asynchronous, instructor-led or learner-led, and differences in settings, audiences, technologies and subjects. The document reviews past efforts to classify online learning and proposes a new typology to provide a more precise language for research and help practitioners improve online programs by better understanding different contexts.
This dissertation examines the development of a financial model for launching and operating an online degree program within a public higher education system. The author reviews literature on cost modeling in traditional and online education, as well as relevant business literature. Data are collected from Tennessee's Regents Online Degree Program and Ohio's eCommunity Schools reports. The dissertation aims to develop a financial model called OPERA that can be applied and tested within public higher education systems for online program costing and budgeting.
The document discusses research into whether online or face-to-face classes are better for student learning and socialization. It addresses research questions about knowledge retention, benefits of each format, and how students at the University of Central Florida are affected. The document outlines different types of online courses and discusses studies showing flexibility as the main reason UCF students take online classes, though socialization may be reduced online. It also summarizes a study finding no difference in teaching quality between formats.
Challenges for Online Learning and Teaching: A Subjective Academic Narrative ....................................................... 1
Dr Josie Arnold
Mapping Preservice Teachers’ Metaphors of Teaching and Learning........................................................................... 13
Daniel Casebeer
The Comparison of Mediating Models for Stimulating Imagination with Psychological and Environmental
Factors ................................................................................................................................................................................... 13
Yuling Hsu
Using Mobile Devices to Improve Educational Outcomes: An Analysis in Primary Education................................ 28
Dr. Fang-Chun Ou
Implementation of Peer Reviews: Online Learning ........................................................................................................ 46
Julia Colella-Sandercock, Orrin-Porter Morrison, Jill Singleton-Jackson and Antonio Robert Verbora
Application of Conditional Means for Diagnostic Scoring.............................................................................................. 61
Hollis Lai, Mark J. Gierl and Oksana Babenko
Institutional Strategies and Practices for Integrating Learning Technologies in the Inner, Outer and Virtual Spaces
................................................................................................................................................................................................. 80
Rogerio L. Roth
Funding and Spending for Mainstreaming Support for OVC in Public Nursery Schools in Nyeri Country, Kenya:
Practice, Constraints and Policy.......................................................................................................................................... 98
Grace Githae, Paul Amolo Odundo, Boniface Ngaruiya, Ganira Khavugwi Lilian and Inda A. Nancy
This document summarizes a research agenda to develop new measures of educational quality across higher education institutions. It involves a three-phase pilot study: 1) A dual-institution pilot using surveys, syllabus analysis, classroom observations, and student work to measure academic rigor, teaching quality, and learning outcomes. 2) A multi-institution benchmarking pilot. 3) A national study with publicly reported data. The goal is to provide more comprehensive public data on the educational core of institutions - teaching, rigor, and student experiences - to inform stakeholders and promote institutional self-reflection. The pilots will test frameworks for rigor, teaching, and essential learning outcomes developed from Bloom's Taxonomy and AAC&U guidelines.
This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
This document provides a research proposal that will investigate and compare the transitions of first-year university students in Sweden and the UK. It begins with an introduction that discusses theories of student development and the importance of balancing challenge and support during the first year transition. The proposal then outlines the purpose and anticipated contribution of a study that will examine first-year student participation in support initiatives, reported transitional strain, flexibility to change programs, and retention through the second semester in both countries. Finally, it reviews relevant student development and higher education theories that will provide the framework for the study.
Mc cormick sarraf_brckalorenz_haywood_ashe_09trinaribon
This document summarizes a study examining the experiences of transfer students compared to native students. The study uses data from the 2008 National Survey of Student Engagement to compare horizontal transfers, vertical transfers, and native students on measures of student-faculty interaction, campus relationships, satisfaction, participation in high-impact activities, and advising satisfaction. The study aims to understand similarities and differences between the transfer groups and identify any institutions where transfer students perform comparably to native students.
1. Technology can help motivate gifted students by providing autonomy and authenticity in learning. It allows students more control over topics, depth of content, and pacing of learning.
2. When students can choose topics of interest and control how much they learn about each topic through online resources, they feel more autonomous. They can accelerate through easily mastered concepts and slow down for more challenging topics.
3. Technologies like web 2.0 allow students to create authentic products for real audiences, like publishing articles or videos online. This provides a more authentic learning experience that engages gifted students.
4. By giving students choice and control over their learning, along with opportunities for authentic work, technology can help increase the motivation of gifted
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
This document provides an abstract for a dissertation that explored the academic success and persistence of first-generation, ethnic minority female college students through qualitative interviews. The abstract indicates that the study used a phenomenological approach to analyze interviews with 9 students in order to understand how they overcame challenges associated with their identities and persisted in higher education. Key findings revealed that strong support systems, self-confidence, and motivation helped these students experience academic success despite facing obstacles as first-generation, minority females. The dissertation provides insight into how some high-risk students are able to overcome challenges and complete their degrees.
This thesis analyzes a case study of the Humboldt Energy Independence Fund (HEIF) at Humboldt State University. HEIF is a student-funded organization that provides funding for campus sustainability projects. The thesis uses organizational change theory to evaluate HEIF's successes, tools for success, and challenges. It also provides best practices for HEIF and other campus green funds.
HEIF started in 2000 as a student idea and gained support from the Campus Center for Appropriate Technology (CCAT). In 2004, students voted by 86% to approve a green fee, but it was initially denied by the university chancellor. Interest waned but regained momentum, and HEIF was approved in 2007. It has since funded various renewable
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
Understanding Labor and Commodity In a Fine Art Painting Practice: An Art Bas...Xeita Qieta
This document summarizes a dissertation that studied teacher perceptions of professional learning communities (PLCs) in 10 New Jersey schools. The dissertation examined teacher perceptions in three areas - context, process, and content - over the course of a year as schools transitioned to PLCs. The study aimed to provide data on how teachers experienced the transition process to help other schools adopting PLCs. While PLCs have gained attention as a reform model, there is limited empirical research on teacher perceptions during implementation. The dissertation sought to address this gap by analyzing teacher survey responses over time to understand how perceptions changed as schools transitioned to PLCs.
This document provides an overview and impact report of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP) program for 2015. It discusses the history and goals of the program in increasing minority participation in STEM fields. Key points include that FGLSAMP began in 1992 with funding from the National Science Foundation and Florida state legislature. It provides academic support and experiences to help retain underrepresented minority students in STEM programs. The program has expanded over time and now includes 14 partner institutions across Florida and Georgia as well as a Bridge to Doctorate program to support students obtaining PhDs in STEM fields.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
O documento resume as teorias de Maquiavel, Hobbes, Locke e Rousseau sobre o Estado moderno. Maquiavel estabeleceu as bases da ciência política ao descrever como os Estados se formam na realidade, separando política da moral e religião. Hobbes viu o Estado como um contrato social necessário para controlar a natureza egoísta e violenta dos homens. Locke defendia que o Estado surge para proteger a propriedade privada, enquanto Rousseau acreditava que a civilização destrói a liberdade natural dos homens.
Este documento trata sobre la implementación de un sistema de riesgos en la empresa constructora Díaz Bustos Constructores y Asociados S.A.S. en Ocaña, Norte de Santander. Actualmente la empresa no aplica completamente las normas de seguridad industrial, por lo que existe el riesgo de accidentes laborales. El objetivo es identificar los peligros y riesgos en cada área para mitigarlos mediante estrategias de prevención, como definir funciones y procedimientos de seguridad. Se utilizarán técnicas como observación, encuest
Max Weber nasceu na Prússia em 1864 e se tornou um importante sociólogo, economista e filósofo. Sua epistemologia defendia que o conhecimento está ligado aos valores do pesquisador, mas ainda assim é possível alcançar um conhecimento objetivo. Sua sociologia enfatizava a análise da ação social individual e como ela configura a sociedade, rejeitando estruturas sociais pré-determinadas.
O documento apresenta os 10 passos que o autor considera necessários para uma reforma previdenciária adequada no Brasil. São eles: 1) Definir prioridades e opções do Estado; 2) Estimular a leitura dividindo o texto em breves tópicos; 3) Expor impressões sobre um início de reforma capaz de produzir mudanças estruturais e assegurar cobertura efetiva à sociedade. O objetivo é propor uma reforma que tenha sucesso político e seja capaz de proteger a população.
Alcances de los insumos a ser socializadosCNA Bolivia
El documento presenta el reglamento de funcionamiento y debates del Pacto Fiscal de diciembre de 2016. Establece que la Comisión Técnica del Pacto Fiscal elaborará documentos de trabajo con datos desagregados sobre el régimen autonómico, finanzas públicas, censo y otros temas. Además, la comisión deberá presentar información adicional solicitada por el Consejo Nacional de Autonomías. El objetivo de la etapa de socialización es informar a la sociedad sobre las competencias de los gobiernos, las
This document discusses a pilot study conducted by SAS (Student Accessibility Services) at the University of Ontario Institute of Technology to examine the effectiveness of study groups tailored specifically for students with disabilities. The 8-week pilot involved recruiting students registered with SAS to voluntarily participate in study groups for two courses. Students reported improvements in their grades and attitudes from utilizing learning strategies and developing peer relationships in the supportive environment. While participation was low due to the summer semester timing, students found the study groups convenient and beneficial. The document recommends advertising study groups earlier and providing more structure to enhance the experience for students.
This document provides a research proposal that will investigate and compare the transitions of first-year university students in Sweden and the UK. It begins with an introduction that discusses theories of student development and the importance of balancing challenge and support during the first year transition. The proposal then outlines the purpose and anticipated contribution of a study that will examine first-year student participation in support initiatives, reported transitional strain, flexibility to change programs, and retention through the second semester in both countries. Finally, it reviews relevant student development and higher education theories that will provide the framework for the study.
Mc cormick sarraf_brckalorenz_haywood_ashe_09trinaribon
This document summarizes a study examining the experiences of transfer students compared to native students. The study uses data from the 2008 National Survey of Student Engagement to compare horizontal transfers, vertical transfers, and native students on measures of student-faculty interaction, campus relationships, satisfaction, participation in high-impact activities, and advising satisfaction. The study aims to understand similarities and differences between the transfer groups and identify any institutions where transfer students perform comparably to native students.
1. Technology can help motivate gifted students by providing autonomy and authenticity in learning. It allows students more control over topics, depth of content, and pacing of learning.
2. When students can choose topics of interest and control how much they learn about each topic through online resources, they feel more autonomous. They can accelerate through easily mastered concepts and slow down for more challenging topics.
3. Technologies like web 2.0 allow students to create authentic products for real audiences, like publishing articles or videos online. This provides a more authentic learning experience that engages gifted students.
4. By giving students choice and control over their learning, along with opportunities for authentic work, technology can help increase the motivation of gifted
iNACOL Southeastern Cmte (November 2013) - What Do We Really Know? What Does ...Michael Barbour
Barbour, M. K. (2013, November). What do we really know? What does the research say about K-12 online learning? A webinar presentation to the south-eastern committee of the International Association for K-12 Online Learning.
This document discusses using online mentoring to address issues of student persistence, retention, and graduation in higher education. It notes that only about two-thirds of first-year students stay in school, and only one-third graduate with a bachelor's degree. Online mentoring is proposed as a way to provide students emotional support, help them perform better academically, and encourage underrepresented groups to stay enrolled at lower cost than traditional face-to-face mentoring. The recommendation is that educational institutions should offer online mentoring programs to help more students persist and graduate.
This document provides an abstract for a dissertation that explored the academic success and persistence of first-generation, ethnic minority female college students through qualitative interviews. The abstract indicates that the study used a phenomenological approach to analyze interviews with 9 students in order to understand how they overcame challenges associated with their identities and persisted in higher education. Key findings revealed that strong support systems, self-confidence, and motivation helped these students experience academic success despite facing obstacles as first-generation, minority females. The dissertation provides insight into how some high-risk students are able to overcome challenges and complete their degrees.
This thesis analyzes a case study of the Humboldt Energy Independence Fund (HEIF) at Humboldt State University. HEIF is a student-funded organization that provides funding for campus sustainability projects. The thesis uses organizational change theory to evaluate HEIF's successes, tools for success, and challenges. It also provides best practices for HEIF and other campus green funds.
HEIF started in 2000 as a student idea and gained support from the Campus Center for Appropriate Technology (CCAT). In 2004, students voted by 86% to approve a green fee, but it was initially denied by the university chancellor. Interest waned but regained momentum, and HEIF was approved in 2007. It has since funded various renewable
The messy realities of learning and participation in open courses and MOOCsGeorge Veletsianos
Presentation at Canada's Collaboration for Online Higher Education and Research Conference (COHERE), Vancouver, BC. In this presentation, I describe the messy realities of learning and participation in open online courses. I discuss the MOOC phenomenon as a symptom of chronic failures in the higher education system and discuss what we can learn about learning experiences by studying learning "on the ground."
This document discusses the negative impacts of educational disadvantage on students. Research shows students from disadvantaged backgrounds are more likely to struggle during and after schooling, having lower attendance, achievement, and attainment. While debates exist around the causes of the link between socioeconomic status and educational outcomes, studies consistently find adverse effects for disadvantaged students compared to their peers in areas like attendance, achievement and attainment. The document examines research on these impacts both generally and in the Australian context.
Universal Design for Postsecondary Students with DisabilitiesSarah Dutton
Postsecondary students with disabilities’ access to campus support services, trained faculty, and accommodations was examined in order to explore opportunities for applying universal design (UD) in postsecondary institutions. These students are not fully satisfied with the campus support services they receive and the accommodations available to them (Dowrick et al., 2005; Izzo et al., 2008; Reinschmiedt et al., 2013). Although specialized postsecondary programs for students with disabilities exist, these programs are not inclusive and limit students with disabilities’ access to a typical college experience in which they can interact with and learn from their peers (Papay & Bambara, 2012; Uditsky & Hughson, 2012). Training postsecondary campus support personnel and faculty in UD principles has the potential to alleviate some of the barriers to obtaining postsecondary education that students with disabilities face (Burgstahler & Moore, 2009; Dallas et al., 2014; Embry et al., 2005; Fang et al., 2006; Fleming, 2002; Hetzroni & Schrieber, 2004; Izzo et al., 2008; McGuire et al., 2006; Thomas & McKay, 2010).
Understanding Labor and Commodity In a Fine Art Painting Practice: An Art Bas...Xeita Qieta
This document summarizes a dissertation that studied teacher perceptions of professional learning communities (PLCs) in 10 New Jersey schools. The dissertation examined teacher perceptions in three areas - context, process, and content - over the course of a year as schools transitioned to PLCs. The study aimed to provide data on how teachers experienced the transition process to help other schools adopting PLCs. While PLCs have gained attention as a reform model, there is limited empirical research on teacher perceptions during implementation. The dissertation sought to address this gap by analyzing teacher survey responses over time to understand how perceptions changed as schools transitioned to PLCs.
This document provides an overview and impact report of the Florida-Georgia Louis Stokes Alliance for Minority Participation (FGLSAMP) program for 2015. It discusses the history and goals of the program in increasing minority participation in STEM fields. Key points include that FGLSAMP began in 1992 with funding from the National Science Foundation and Florida state legislature. It provides academic support and experiences to help retain underrepresented minority students in STEM programs. The program has expanded over time and now includes 14 partner institutions across Florida and Georgia as well as a Bridge to Doctorate program to support students obtaining PhDs in STEM fields.
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive functioning. Exercise boosts blood flow and levels of neurotransmitters and endorphins which elevate and stabilize mood.
O documento resume as teorias de Maquiavel, Hobbes, Locke e Rousseau sobre o Estado moderno. Maquiavel estabeleceu as bases da ciência política ao descrever como os Estados se formam na realidade, separando política da moral e religião. Hobbes viu o Estado como um contrato social necessário para controlar a natureza egoísta e violenta dos homens. Locke defendia que o Estado surge para proteger a propriedade privada, enquanto Rousseau acreditava que a civilização destrói a liberdade natural dos homens.
Este documento trata sobre la implementación de un sistema de riesgos en la empresa constructora Díaz Bustos Constructores y Asociados S.A.S. en Ocaña, Norte de Santander. Actualmente la empresa no aplica completamente las normas de seguridad industrial, por lo que existe el riesgo de accidentes laborales. El objetivo es identificar los peligros y riesgos en cada área para mitigarlos mediante estrategias de prevención, como definir funciones y procedimientos de seguridad. Se utilizarán técnicas como observación, encuest
Max Weber nasceu na Prússia em 1864 e se tornou um importante sociólogo, economista e filósofo. Sua epistemologia defendia que o conhecimento está ligado aos valores do pesquisador, mas ainda assim é possível alcançar um conhecimento objetivo. Sua sociologia enfatizava a análise da ação social individual e como ela configura a sociedade, rejeitando estruturas sociais pré-determinadas.
O documento apresenta os 10 passos que o autor considera necessários para uma reforma previdenciária adequada no Brasil. São eles: 1) Definir prioridades e opções do Estado; 2) Estimular a leitura dividindo o texto em breves tópicos; 3) Expor impressões sobre um início de reforma capaz de produzir mudanças estruturais e assegurar cobertura efetiva à sociedade. O objetivo é propor uma reforma que tenha sucesso político e seja capaz de proteger a população.
Alcances de los insumos a ser socializadosCNA Bolivia
El documento presenta el reglamento de funcionamiento y debates del Pacto Fiscal de diciembre de 2016. Establece que la Comisión Técnica del Pacto Fiscal elaborará documentos de trabajo con datos desagregados sobre el régimen autonómico, finanzas públicas, censo y otros temas. Además, la comisión deberá presentar información adicional solicitada por el Consejo Nacional de Autonomías. El objetivo de la etapa de socialización es informar a la sociedad sobre las competencias de los gobiernos, las
Angad Achappa is a food photographer. His work focuses on capturing appealing images of food for commercial purposes. While the document provides limited details, it introduces Angad Achappa and indicates his area of expertise is food photography.
O documento discute os conceitos de alienação e ideologia de acordo com Karl Marx. A ideologia é usada pela classe dominante para manter e justificar a desigualdade social e exploração do trabalho, ocultando a verdadeira natureza das relações sociais por meio da "falsa consciência". A alienação e a ideologia se reforçam mutuamente, impedindo que as massas percebam sua exploração e organizem uma ação revolucionária.
El documento describe las 5 etapas del proceso de diálogo para el Pacto Fiscal en Bolivia, incluyendo la conformación de una comisión técnica, la socialización de la información a nivel territorial, la priorización de agendas productivas y sociales, la asignación e inversión de recursos, y el análisis de fuentes de recursos. El objetivo general es establecer acuerdos para la asignación de recursos públicos que mejoren la prestación de bienes y servicios a nivel subnacional.
Qualquer que vem a mim e ouve as minhas palavras, e as observa, eu vos mostrarei a quem é semelhante: Lucas 6:47
É semelhante ao homem que edificou uma casa, e cavou, e abriu bem fundo, e pôs os alicerces sobre a rocha; e, vindo a enchente, bateu com ímpeto a corrente naquela casa, e não a pôde abalar, porque estava fundada sobre a rocha. Lucas 6:48
Exploration of Conceptions of Assessment within High-Stakes U.S. Culture................................................................ 1
Melanie A. DiLoreto, Ph.D., Christie Pellow, M.A., and David L. Stout, Ph.D.
Theoretical and Practical Aspects of Self-Efficacy in Military Cadets ........................................................................... 10
Ole Boe and Hans-Olav Bergstøl
Differentiated Instruction in the High School Science Classroom: Qualitative and Quantitative Analyses ............ 30
Jane Pablico. Moustapha Diack and Albertha Lawson
An Evaluation of using Games in Teaching English Grammar for First Year English-Majored Students at Dong
Nai Technology University.................................................................................................................................................. 55
Lien Cam and Thi Minh Thu Tran
Abolition of Agricultural Science as a Single Subject in Basic Schools in Ghana: Implications for Basic Educational
Reforms .................................................................................................................................................................................. 72
Martin Bosompem and Theophilus Numo
Pre-defined Roles and Team Performance for First-year Students ................................................................................ 84
Jess Everett, Kaitlin Mallouk and Jenahvive Morgan
To What Extent Does the Medicalisation of the English Language Complicate the Teaching of Medical ESP to
Japanese Medical Students Learning English as a Foreign Language? ....................................................................... 102
Abdullah Alami
Giving Back: Exploring Service-Learning in an Online EnvironmentRochell McWhorter
This is the last author's copy. To read the published copy:
http://www.ncolr.org/issues/jiol/v14/n2/3
Service-Learning (SL) as an instructional method is growing in popularity for giving back to the community while connecting the experience to course content. However, little has been published on using SL for online business students. This study highlights an exploratory mixed-methods, multiple case study of an online business leadership and ethics course utilizing SL as a pedagogical teaching tool with 81 students. Results from the study noted that hours completed exceeded those assigned and students identified outcomes for themselves, their university, and nonprofit organizations where they served. The outcomes of this study mirrored those identified by students in traditional face-to-face courses underscoring the value of SL projects in online courses in higher education.
The document summarizes surveys conducted at four institutions - Danubius University of Galati, Romania, Universidad Politecnica de Valencia, Spain, University of Cape Town, South Africa, and University of Michigan, USA - regarding faculty and student familiarity with, perceptions of, and willingness to contribute to open courseware (OCW) initiatives. Key findings include low familiarity with OCW but receptiveness to the concept, and a positive correlation between OCW familiarity and intention to contribute materials, especially among older faculty. The document calls for expanding such research to other open educational activities and sharing results.
Leibowitz, Bozalek, van Schalkwyk and Winberg presentation at ICED, Stockholm...Brenda Leibowitz
Leibowitz et al made a presentation on the Structure, Culture and Agency project, looking at the influence of institutional context on quality teaching and professional academic development.
The document discusses the growing use of assessment methods in higher education that measure observable student behaviors and attitudes, such as attendance records, class participation grading, and group project grading. While previous research has focused on the potential learning benefits of these "performative" assessment methods, the author argues they have not been adequately analyzed from the perspective of student rights within higher education. The article then presents results from a survey of undergraduates at a Hong Kong university, which found that attendance records, class participation grading, and group project grading are commonly used and that many students have concerns regarding the appropriateness and fairness of these assessment practices.
Open Doors
The Open University Documentary Analysis
Pros And Cons Of University Clubs Essay
Massive Open Online Courses
The Importance Of Academic Performance
Open Educational Resources ( Oers ) Essay
Why I Want to Study in University?
College Admissions Essay: Open To Change
What I Can Offer Your University Essay
Oral Roberts University Application Essay Sample
My Experience At The University
Persuasive Essay On Open Campus
Equity, Diversity And Inclusion
Open Innovation
Swot Analysis : The Arab Open University Essay
Massive Open Online Courses
The dissertation oral defense summarizes a study exploring student perceptions of support services at a college. Key findings from focus groups with 15 students included two overarching themes: a supportive campus environment and positive student-faculty interactions. Barriers like stigma, lack of awareness and time constraints hindered service use. Students recommended improved outreach and visibility of services. The defense proposed additional research with specific student groups to further enhance support.
This document discusses approaches to advising online students. It begins by outlining the learning objectives of presenting various advising approaches, issues online students face like feelings of isolation, and how advising can help with career and identity development. It then discusses traditional prescriptive, developmental, and intrusive advising approaches and introduces appreciative advising, which uses positive psychology. Appreciative advising has six phases and builds on student strengths. The document advocates incorporating appreciative advising and intrusive technologies into online advising to increase student satisfaction, development, and retention.
Best practices for managing the writing center : Australia's universities.The Free School
This research report analyses best practices for managing an Academic Learning Skills Unit (ALSU) at post-secondary education institutions. My discussion centres on Australia’s 41 universities and compares these organisations’ ALSUs.
My research aims to analyse management policies and best pedagogical practices which drive these teaching centres in order to understand the unique institutional factors that explain why each university chooses to adopt the model it uses to run its ALSU. I review key features such as the ALSU’s policies, mandate, funding levels and headcount. I also examine the dominant modes of service delivery, i.e. online c.f. on-campus. Furthermore, I review their organisational structures. This analysis enables me to determine whether each university maintains an ALSU that is embedded within the faculties or if it runs a multidisciplinary centralised ALSU or another model such as a hybrid of these two.
The ALSU is known as the Writing Center in Canada and the United States.
Examining Faculty Motivation to Participate in Faculty DevelopmentPatrick Lowenthal
In response to demands for public accountability and improved teaching and learning, institutions are recognizing the need to strengthen their faculty development programs. Central to strengthening faculty development programs is increasing faculty participation in these programs. This mixed-method study examined the motivation of full and part-time faculty to seek development, obstacles to attending, as well as preferred formats across four institutions.
This document summarizes best practices in academic advising based on scholarly literature. It discusses the purpose of advising, models of advising, assessment of advising programs, and the connection between advising and student retention. It also outlines three main advising styles: prescriptive, developmental, and intrusive/proactive advising. The goal of the study is to document current advising practices in the College of Professional Studies at Humboldt State University and identify areas for improvement.
The Impact of Open Educational Resources on Various Student Success MetricsSidharthS28
This study examined the impact of open educational resources (OER) on student success metrics using data from 21,822 students enrolled in eight large enrollment courses at a public university. The courses switched from using traditional textbooks to using free OER textbooks. The results showed:
1) Students performed better in courses using OER textbooks, with higher end-of-course grades and lower "DFW" (grades of D, F, or withdrawal) rates.
2) Pell grant recipients, part-time students, and other historically underserved groups saw even greater improvements in grades and greater reductions in DFW rates when OER textbooks were used.
3) OER textbooks helped address challenges related to student
Center for Excellence in Teaching and Learning at WSSU: Towards an Effective ...Alvaro Galvis
This paper presents a case study that can be helpful for higher education leaders who are struggling with the creation, implementation, or improvement of academic support units that seek to enhance quality of teaching and learning in higher education institutions. The Center for Excellence in Teaching and Learning (CETL) at Winston-Salem State University (WSSU) is a case of faculty development initiatives devoted to foster academic excellence in a middle-sized historically black higher education university. The document includes: Analysis of the context in which this case study occurs, a literature review, and a case study of CETL itself. The study also includes lessons learned about the ways in which organizations such as CETL can be effective and viable.
This paper was published by JHEM, Vol 25, No 1, 2010, pp. 40-73
Peer mentoring and peer learning programs have been shown to be effective for undergraduate students in several ways. They help students transition to university life and develop a sense of identity as part of the academic community. Mentoring also helps students cope with academic demands and supports their career, leadership, and academic development. Peer-led sessions create opportunities for collaborative learning and building confidence. Universities have increasingly diverse students with a variety of learning challenges, and peer-to-peer approaches can help address these challenges through engagement and multiple learning strategies. The effectiveness of peer mentoring stems from enhancing social and contextual learning relationships, providing feedback, and occupying a supportive third space for dialogue.
Feedback to students about academic writing_INTEGRITY ProjectLaura Costelloe
This presentation - delivered to partners on the INTEGRITY project - provides some guidance to academic faculty on the theory and practice of providing feedback to students on academic writing. Prepared and delivered by Dr Laura Costelloe and Dr Mark Glynn, Teaching Enhancement Unit at Dublin City University. Incorporates material from the National Forum for the Enhancement of Teaching and Learning and the Y1 Feedback Project.
The document discusses the role of the Student Experience Team in supporting inclusive practice at Sheffield Hallam University. The team works to: 1) support academic staff in course development and resources; 2) contribute to policies and strategic planning; and 3) analyze and develop student surveys to increase engagement. The university aims to recruit a broad range of students and support their retention, progression, employment and further study. Key aspects of inclusion discussed include transforming barriers, creating safe spaces, harnessing student experience, and teaching reflexively with cultural sensitivity.
A Phenomenological Study Of Attrition From A Doctoral Cohort Program Changes...Lori Mitchell
This document summarizes a study that examined why Ed.D students left their doctoral programs during the dissertation stage. The study interviewed 7 students who did not complete their dissertations. It found that during the transition from coursework to dissertation writing, students experienced changes in their feelings of autonomy and relatedness. This made it difficult for them to persist through the dissertation stage. Changes in advisors, careers, or family responsibilities also contributed to students leaving their programs before finishing. The study incorporated suggestions from prior research, like using a cohort model and ensuring students' needs for autonomy, relatedness and competence are met. However, attrition still occurred even within cohort programs.
This paper presents the findings from an evaluatory pedagogical project that utilised an ethnographic case study approach to examine factors influencing the use of online formative assessment and feedback within an undergraduate programme.
The project posed the questions:
• What are the effects of introducing online formative assessment and feedback on learning and assessment performance?
• How effective is online formative feedback in enhancing student success?
The study draws upon data collected from a sample of students (22) who volunteered to participate in the research over a period of one academic year. Data collection tools included: focus group interview, semi-structured questionnaire and student assessment data. The study demonstrates that formative feedback and assessment is beneficial for teaching and learning, and that electronic assessment can offer a more flexible approach that can complement f2f feedback. Online formative feedback in the context of this study had a positive effect upon academic performance and student satisfaction, and demonstrates that students find online formative feedback effective and meaningful. Whilst the small size of the sample influences generalizability, the findings agree with the wealth of literature surrounding formative assessment and the benefits that accrue to students from delivering effective feedback. In addition, evidence from participants in this study is reflected in reports such as the JISC guide: “Effective Assessment in a Digital Age†(2010) and the findings from the EBEAM Project (2012) (Ellis, 2012).
This document summarizes the author's observations on academic advising during a visit to five universities in New Orleans. It finds that most institutions employ both professional and faculty advisors. Professional advisors commonly assist new students, while faculty advisors take over later. Central advising centers support retention through various activities and refer students to other campus services. While systems vary, balancing benefits of professional and faculty advising, and coordinating them effectively, are key challenges faced. There may be opportunities for the U.K. system to learn from centralized advising approaches that support student retention in the U.S.
This article discusses the influence that the US higher education system has on support for international students in other countries like the UK. It notes that the US and UK are two of the largest destinations for international students globally. While the US system differs from the UK in its flexibility and general education requirements, both countries are competing for the same pool of international applicants. As such, policies and practices for supporting international students may spread between the two systems as they aim to improve their competitiveness. The article then describes research conducted by the author in the US, where he interviewed staff and students to understand academic advising and support services provided to international students, with the goal of informing support structures in the UK.
Similar to Shanahan Ackley-Holbrook Hall Stewart Walkington 2015 (20)
Shanahan Ackley-Holbrook Hall Stewart Walkington 2015
1. Full Terms & Conditions of access and use can be found at
http://www.tandfonline.com/action/journalInformation?journalCode=cmet20
Download by: [Jenny Shanahan] Date: 26 January 2016, At: 17:45
Mentoring & Tutoring: Partnership in Learning
ISSN: 1361-1267 (Print) 1469-9745 (Online) Journal homepage: http://www.tandfonline.com/loi/cmet20
Ten Salient Practices of Undergraduate Research
Mentors: A Review of the Literature
Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart
& Helen Walkington
To cite this article: Jenny Olin Shanahan, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley
Stewart & Helen Walkington (2015): Ten Salient Practices of Undergraduate Research
Mentors: A Review of the Literature, Mentoring & Tutoring: Partnership in Learning, DOI:
10.1080/13611267.2015.1126162
To link to this article: http://dx.doi.org/10.1080/13611267.2015.1126162
Published online: 28 Dec 2015.
Submit your article to this journal
Article views: 97
View related articles
View Crossmark data
3. Science Foundation, funded opportunities to integrate undergraduates into the research
programs of science faculty. At a smaller scale, the Andrew Mellon Foundation sup-
ported programming for undergraduates to participate in humanities scholarly work at
liberal arts colleges. Over the next decade, numerous studies conducted in the USA, the
UK, and Canada clearly demonstrated the benefits of involving undergraduates in
research (Gillies & Marsh, 2013; Graham, Hempstead, & Couchman, 2012; Healey &
Jenkins, 2009; Hensel, 2012; Kuh, 2008; Lopatto, 2010). Now recognized as a global
phenomenon (Jenkins & Healey, 2010), the integration of research and teaching at the
undergraduate level is taking hold in Australasia (Healey & Jenkins, 2009; Sandover,
Partridge, Dunne, & Burkill, 2012), China (Wang & Wang, 2008; Yuhao, 2014), India
(Padmaja, Laxmi Ramana, & Reddy, 2015), the Middle East (Alamodi et al., 2014;
Ibnouf, Dou, & Knight, 2014), and the Netherlands (van der Rijst & Visser-Wijnveen,
2011), among other parts of the world. Both government and private funding drive the
transformation of undergraduate education in countries such as Oman (Oman Research
Council), Qatar (Qatar National Research Fund), and China (Yuhao, 2014). The first
“World Congress” of Undergraduate Research (UR) is scheduled for November 2016 at
Qatar University.
The identification of UR as a high-impact practice by the Association of American
Colleges and Universities added fuel to this global movement (Kuh, 2008). As institu-
tions in the USA have sought to improve rates of retention, degree completion, and grad-
uate/professional-school acceptance, high-impact practices (HIPs, as they have come to
be known) have received greater attention – and none more so than UR (Elgren &
Hensel, 2006; Elrod, Husic, & Kinzie, 2010; Kuh & O’Donnell, 2013; Lopatto, 2010).
Data suggesting that UR offers particular gains for students from under-served popula-
tions (Brownell & Swaner, 2010; Gandara & Maxwell-Jolly, 1999; Gregerman, 2009;
Kinzie, Gonyea, Shoup, & Kuh, 2008), along with US funding commitments to diversity
in research (e.g. McNair Scholarships, National Science Foundation supplemental fund-
ing for underrepresented students), have also stimulated broader participation. The
growth of UR has brought about significant changes in its practice in the last decade:
expansion of UR beyond laboratory sciences – to mathematics, social sciences,
arts and humanities, and professional disciplines (Crawford, Orel, Shanahan,
2014; DeVries, 2001; FitzGerald Midiri, 2013; Johnson Harreld, 2012; Klos,
Shanahan, Young, 2011; Levenson, 2010; McDorman, 2004; Schantz, 2008;
Shanahan et al., 2015) – and, with that expansion, use of the term “Undergraduate
Research, Scholarship, and Creative Activity,” or URSCA (Crawford Shanahan,
2014; Osborn Karukstis, 2009);
availability of UR opportunities in an array of institution types, including commu-
nity colleges in the USA (Brandt Hayes, 2012; Hensel Cejda, 2014; Thor-
sheim, LaCost, Narum, 2010) and further-education colleges in the UK (Healey,
Jenkins, Lea, 2014);
broader UR experiences that include not only the traditional apprenticeship model
with an individual professor, but also more democratic, course-based experiences
(including online courses) that involve diverse groups of students in scholarly
work (Brush, Cox, Harris, Torda, 2010; Corwin, Graham, Dolan, 2015;
Kasprisin, Boyle Single, Single, Muller, 2003).
2 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
4. Even with significant changes in how scholarly opportunities are provided for stu-
dents, at least one facet remains constant: effective mentoring is essential to the success
of UR (Kuh, 2008; National Academy of Sciences, National Academy of Engineering,
Institute of Medicine [NAS], 1997; Osborn Karukstis, 2009; Wenzel, 1997). The ben-
efits students gain from participating in UR depend on the quality of the mentoring they
receive (Bowman Stage, 2002; Hensel, 2012; Ishiyama, 2007; Jones Davis, 2014;
Linn, Palmer, Baranger, Gerard, Stone, 2015; Mekolichick Gibbs, 2012; National
Academy of Sciences, National Academy of Engineering, Institute of Medicine, 1997;
Pfund, Pribbenow, Branchaw, Miller-Lauffer, Handelsman, 2006). Research shows the
need for, and the benefits of, personally-supportive UR mentoring across a variety of
contexts, including different demographic groups (e.g. nontraditional undergraduates,
first-generation students), academic disciplines, and underrepresented groups (e.g.
women in STEM fields, minority students) (Bowman Stage, 2002; Brownell Swa-
ner, 2010; Gregerman, 2009; Guterman, 2007; Jones, Barlow, Villarejo, 2010; Ken-
dricks, Nedunuri, Arment, 2013; Locks Gregerman, 2008; Osborn Karukstis,
2009). Despite the need for strong UR mentors, overarching guidelines on what makes
for “good” mentoring do not exist. Much of what can be learned about effective prac-
tices is based on faculty self-reports and student perspectives on what they favored about
their mentors. Other mentoring practices can be inferred from the broader literature about
what makes UR successful; e.g. because students gain confidence and oral-communica-
tion skills from presenting their work at conferences (Mabrouk, 2009; Mekolichick
Bellamy, 2012), one can surmise that effective mentoring includes taking students to
conferences and helping them prepare for presentations.
Reports on the particular attitudes and concrete practices of successful UR mentors
often come from faculty sharing their own experiences in particular, disciplinary settings
(Cooley, Garcia, Hughes, 2008; Laursen, Hunter, Seymour, Thiry, Melton, 2010;
Shore, 2005; Wayment Dickson, 2008). Although such self-reporting on effective
mentoring is often anecdotal and based on small numbers of student participants, it
nonetheless presents an opportunity for identifying patterns of behaviors and attitudes in
mentoring relationships deemed successful by those involved in them. Similar limitations
associated with self-reporting – as well as similar opportunities for examining patterns of
responses – exist in student surveys about the mentoring they have received. While stu-
dents may be able to speak about effective (or ineffective) practices only in terms of their
own mentors, themes can be inferred from student survey data from different types of
institutions and academic disciplines. A comprehensive analysis of patterns in the litera-
ture pertaining to UR mentoring has not been carried out, however. This review identi-
fies from over 100 peer-reviewed articles what makes for successful UR mentoring, in
order to inform and support faculty mentors and the administrators who recruit, train,
and help sustain them.
Method
Five scholars who mentor undergraduate researchers in different disciplines and different
types of institutions in the USA and the UK conducted this narrative review of the litera-
ture. Each identified, read, and analyzed peer-reviewed articles and books located
through EBSCO and ERIC databases and the CUR Quarterly and Perspectives on
Undergraduate Research and Mentoring websites with keywords “undergraduate
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 3
Downloadedby[JennyShanahan]at17:4626January2016
5. research,” “mentor,” “mentoring,” “best practices,” “strategies,” and “challenges.” Key-
words were adjusted throughout the process to isolate articles that explicitly addressed
mentoring practices. References from preliminary articles were used to identify further
pertinent literature. Each of the five researchers focused on a pre-identified area of the lit-
erature, which frequently overlapped with one another: (a) general “best practices” of
mentoring undergraduates, (b) faculty in various disciplines sharing what they do in
mentoring UR, (c) student survey and interview data about the mentoring they received,
(d) particular mentoring needs of underrepresented students, and (e) peer and graduate-
student/postdoc mentoring of UR. Through this review, 10 practices emerged as widely
effective. Each practice fit within the broad context of support that Thiry and Laursen
(2011) deemed as integral components of UR mentoring: intellectual support, personal/
emotional support, and professional socialization. Intellectual support refers to helping
“with problem-solving or identifying the ‘next steps’ of the experiment” (p. 776); a men-
tor provides personal/emotional support by being “supportive, accessible, friendly, and
[by taking] an interest in [students]” (p. 776); and professional socialization support
includes “transmitting the values and norms of the profession, along with essential disci-
plinary knowledge and skills” (p. 775).
The 10 practices identified through this review serve to form a pedagogy of mentored
UR (see Table 1). The practices are identified in the approximate order in which faculty
would engage in mentoring undergraduate researchers, with an understanding that the
stages of planning, researching, and disseminating the findings are iterative and not
directly linear.
Salient Mentoring Practices
Salient Practice #1: Engage in Strategic Pre-planning
The first salient practice of UR mentoring is to do strategic pre-planning in order to be
ready to respond to students’ varying needs and abilities throughout the research process.
Several scholars have noted that in order to help undergraduates develop research and
Table 1
Ten Salient Practices of Undergraduate Research Mentors
1. Do strategic pre-planning in order to be ready to respond to students’ varying needs and
abilities throughout the research process.
2. Set clear and well-scaffolded expectations for undergraduate researchers.
3. Teach the technical skills, methods, and techniques of conducting research in the discipline.
4. Balance rigorous expectations with emotional support and appropriate personal interest in
students.
5. Build community among groups of undergraduate researchers and mentors, including
graduate students, postdoctoral fellows, and any other members of the research team.
6. Dedicate time as well to one-on-one, hands-on mentoring.
7. Increase student ownership of the research over time.
8. Support students’ professional development through networking and explaining norms of the
discipline.
9. Create intentional, laddered opportunities for peers and “near peers” to learn mentoring skills
and to bring larger numbers of undergraduates into scholarly opportunities.
10. Encourage students to share their findings and provide guidance on how to do so effectively
in oral and poster presentations and in writing.
4 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
6. communication skills, it is important to take into consideration the wide variability in
their levels of preparation, motivation, and skills, and to be ready to guide their progress
closely (Lown, 1993; Mabrouk Peters, 2000; Malachowski, 1996; Merkel Baker,
2002; Schultz, 2001; Shore, 2005). Laursen et al. (2010) suggested that mentors manage
the different needs and abilities of students by giving extensive consideration to project
selection and planning. They identified four characteristics of a good UR project: (a)
“Must start at a theoretical level that undergraduates are capable of understanding, given
their year in school and course background”; (b) “Must draw on skills that students
already possess or can learn quickly enough, to give them a chance to progress in the
time available”; (c) “Should have a modest scope that can be either simplified or
extended”; and (d) “Should have a good chance of producing results within the time
frame available” (p. 148).
Planning the timetable for UR was recommended by Cox and Androit (2009) as
well, as they found that bringing students into a research team early and planning for
long-term collaboration served the mentor as well as the students. More progress could
be made on the research when mentors invested time early in the process to plan and get
organized. Undergraduates also became more invested in research projects over time and
accomplished more the longer they participated (Cox Androit, 2009). Alternatively,
the authors found that engagement for a short period of time (i.e. one semester or sum-
mer) did not adequately prepare students to understand and investigate a research topic,
despite positive interactions with a mentor (Cox Androit, 2009).
While on the one hand researchers have recommended giving careful consideration
to the feasibility and timeline of a proposed project for undergraduates, they have also
implied that mentors should not underestimate students’ ability to do authentic scholar-
ship. Mentors have been urged to include students in work that makes a unique contribu-
tion to the discipline and offers student–researchers authentic research experiences – i.e.
those that prompt students to think about and try to solve real problems (Craig, 1999;
Laursen et al., 2010; Merkel Baker, 2002; Shellito, Shea, Mueller-Solger, Davis,
2001; Shore, 2005). The implication for mentors’ practices in these studies is to prepare
for successful undergraduate-research experiences long before the actual research com-
mences, evaluating the proposed project’s feasibility, scope, significance in the discipline,
and potential for student engagement in authentic problem-solving.
Salient Practice #2: Set Clear and Well-Scaffolded Expectations
The second salient practice to emerge from the literature is to set clear and well-scaf-
folded expectations of undergraduate researchers. Malachowski (1996) noted that once
research is underway mentors need to be sensitive to how much guidance or structure
different students require. Students’ needs fluctuate at various points in the project; those
in the initial stages of research often need more hands-on mentoring than they will at
later points (Malachowski, 1996; Merkel Baker, 2002; Schultz, 2001). Likewise,
Moore, Dueweke, Newton, and Stevens-Russ (2005) called for scaffolded research
assignments, which build in strong mentor support in the early phase of the project and
gradually lead to more student independence.
To facilitate a scaffolded approach, Mabrouk (2003) recommended that mentors
jointly create clear, structured plans and outline their expectations through learning
contracts with students. Abdel-Qader (2004) said that students conducting research for
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 5
Downloadedby[JennyShanahan]at17:4626January2016
7. credit (e.g. as an independent study) should be given a syllabus, just as in a traditional
course, which clearly lays out goals and expectations of the work. In addition to expecta-
tions related to research protocols and outcomes, several authors have noted the impor-
tance of outlining expectations related to interpersonal dynamics (Gray, 2000; Lown,
1993; Merkel Baker, 2002; Shellito et al., 2001; Shore, 2005). In this way, students
gain a better understanding of what is required regarding roles and interactions among
the team members and how their work will be evaluated.
Salient Practice #3: Teach Technical Skills, Methods, and Techniques
The third salient practice of UR mentoring is teaching technical skills, methods, and
techniques. Once the preparations have been made and expectations for the work are
established and communicated, effective mentors start instructing students in research
procedures. Several articles have pointed out that teaching students the technical skills,
methods, and techniques necessary to conduct scholarly work in the discipline is the
mentor’s primary responsibility (Benson, 2002; Bowman Stage, 2002; Gafney, 2005;
Lown, 1993; Merkel Baker, 2002; Shore, 2005). Concurrently, mentors should empha-
size the importance of engaging in research in a safe and ethical manner (Benson, 2002;
Lown, 1993; Merkel Baker, 2002). Depending on the discipline and the nature of the
project, this more technical practice might include instruction related to following labora-
tory experiment protocols, navigating pertinent databases, utilizing studio equipment,
accessing archival sources, and/or operating computational software. The intended skill
set not only varies by discipline and scholarly purpose, but according to Schultz (2001),
should also be personalized and intentionally suited to a student’s goals.
Salient Practice #4: Balance Rigorous Expectations with Emotional Support and
Appropriate Personal Interest in Students
Fourth, UR mentors are advised in the literature to balance rigorous expectations of
undergraduate researchers with emotional support and appropriate personal interest. Sev-
eral authors have concluded that mentors’ positive and constructive feedback to under-
graduate researchers is critical to student success (Gray, 2000; National Academy of
Sciences, National Academy of Engineering, Institute of Medicine, 1997; Shellito et al.,
2001). Especially when students make first attempts at writing about research and pre-
senting the results of their work, Shellito et al. (2001) noted that mentors’ encourage-
ments can significantly ease student anxiety and lack of self-esteem. Several researchers
have pointed out that a UR experience represents the first time most students have
engaged in scholarly research, emphasizing the need for mentors to be approachable and
available to students (Gafney, 2005; Mabrouk Peters, 2000; Shellito et al., 2001;
Shore, 2005).
Mentors have been advised to make concerted efforts to get to know student-
researchers as individuals to help meet their emotional needs as well as their learning
requirements (Craig, 1999; Gray, 2000; Mabrouk Peters, 2000; National Academy of
Sciences, National Academy of Engineering, Institute of Medicine, 1997; Shellito et al.,
2001; Shore, 2005). In fact, an early text on UR mentoring was titled Adviser, Teacher,
Role Model, Friend: On Being a Mentor to Students in Science and Engineering
(National Academy of Sciences, National Academy of Engineering, Institute of
6 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
8. Medicine, 1997). A text used in dozens of UR programs in the USA, Entering
Mentoring: A Seminar to Train a New Generation of Scientists, holds as one of its three
goals to guide mentors to “build a relationship based on trust and respect” with
undergraduate researchers (Handelsman, Pfund, Lauffer, Pribbenow, 2005, p. 9). The
seminar materials provide several specific ideas for fostering appropriate personal rela-
tionships with UR mentees, including engaging in “simple joint activities” such as
attending lectures together (p. 44).
Several authors recounting students’ perspectives on the mentoring they received
have corroborated the importance of social-emotional support (Behar-Horenstein,
Roberts, Dix, 2010; Falconer Holcomb, 2008; Hakim, 1998; Ishiyama, 2007;
Kardash, 2000; Mabrouk Peters, 2000; Mekolichick Gibbs, 2012; Shellito et al.,
2001; Showman, Cat, Cook, Holloway, Wittman, 2013; Yaffe, Bender, Sechrest,
2012). Falconer and Holcomb (2008) reported that students valued the affective and rela-
tional components of a mentored research experience more than measurable learning
activities and outcomes. In several studies, students have placed the most value on men-
tor practices that foster deep student–faculty relationships and consider the following
mentor traits vital to a successful UR experience: high level of availability (regular meet-
ings), trustworthiness, capacity for network development beyond their own academic
department, and ability to guide students through the research and writing process
(Falconer Holcomb, 2008; Gafney, 2005; Lopatto, 2004; Mekolichick Gibbs, 2012;
Shellito et al., 2001).
In comparing attitudes of first-generation and continuing-generation students (i.e.
students from college-educated families), some researchers found that first-generation
students distinctly emphasized pragmatic needs, such as career and graduate-school
planning, over affective needs, whereas continuing-generation students primarily valued
factors related to the student–mentor relationship (Ishiyama, 2007; Mekolichick
Bellamy, 2012; Mekolichick Gibbs, 2012). For example, continuing-generation stu-
dents placed higher importance on their mentor’s friendliness than did first-generation
students, who prioritized expertise and rated friendliness as the least important among
several mentor traits (Ishiyama, 2007; Mekolichick Bellamy, 2012; Mekolichick
Gibbs, 2012). However, first- and continuing-generation students reported accessibility
and communication skills as very important (Ishiyama, 2007; Mekolichick Bellamy,
2012; Mekolichick Gibbs, 2012), suggesting that even students with pragmatic needs
for mentor expertise want that expertise communicated by open, approachable mentors.
Social–emotional support of mentors has been shown to be even more important for
underrepresented minority students involved in UR than for their peers in the majority.
Students of color have emphasized more often than White students the value of personal
connections with and emotional support from their UR mentors (Davis, 2007; Ishiyama,
2007; Kendricks et al., 2013; Mekolichick Gibbs, 2012; Schwartz, 2011). Whereas
White students highlighted how mentors could help them get started in their careers,
such as by helping them network in the field, students of color emphasized the impor-
tance of just having a faculty mentor whom they could trust. For underrepresented
minority students, the “affective and interpersonal nature of the UR relationship may be
just as significant as the academic” (Schwartz, 2011, p. 537). Schwartz (2011) explained
that UR mentors of students of color who provide “emotional output, listening, […]
empathy, and […] advice” help them negotiate a majority-White academic world
(p. 537). Therefore, some studies have concluded that UR mentors of underrepresented
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 7
Downloadedby[JennyShanahan]at17:4626January2016
9. students require heightened attentiveness to empathy, emotional output, and long-term
investment in the relationship (Kendricks et al., 2013; Schwartz, 2011; Wilson et al.,
2012).
Salient Practice #5: Build Community Among Members of the Team
The fifth salient practice is for UR mentors to build community among members of the
research team. In addition to fostering appropriate social–emotional ties with their under-
graduate researchers, mentors who work with more than one student at a time often help
build trusting interpersonal relationships among the team members. Faculty mentors have
noted the benefits of regular meetings for a research team, so all parties know what has
been accomplished and what is next in the research process (Bowman Stage, 2002;
Buddie Collins, 2011). While one-on-one mentoring by a faculty member is associated
with the highest impact for students (Kuh, 2008; Lopatto, 2003), the reality is that many
students gain research experience in a tiered model, under the mentorship of post-docs,
graduate students, and/or more experienced undergraduate peers; intentionally building
community among the team members is well worthwhile (Edgcomb et al., 2010;
Edwards et al., 2011; Dolan Johnson, 2009; Harrison, Dunbar, Mageeney, Lopatto,
2010; Jordan Brooks, 2013; Mahlab, 2010; Sloane, 2010). Peer and near-peer-mentor-
ing approaches to UR spread the benefits of immersive mentored research across a
greater number of students. Such approaches benefit the students being mentored and
those doing the mentoring as well. In guiding each other, peers and near-peers learn the
content and skills more deeply and may even develop their own pedagogy. Students
mentored in a tiered team have reported appreciating a supportive environment for learn-
ing. Peer and near-peer mentors accommodated different learning styles, created a partic-
ipatory learning environment, helped to develop undergraduates’ critical-thinking and
problem-solving skills, and were seen as approachable.
In addition to facilitating clear, organized, regular meetings for the team and inten-
tionally establishing tiered mentoring opportunities, faculty mentors who plan informal
activities outside of work time may help maintain students’ interest in the research
(Bender, Webster, Blockus, 2008) and promote a sense of community, which has been
tied to student success in UR (Nagda, Gregerman, Jonides, von Hippel, Lerner, 1998).
Engagement in group activities around a common interest have helped small and large
groups of undergraduate researchers connect with each other and their faculty, graduate-
student, and/or postdoctoral-fellow mentors at different types of institutions (Bender
et al., 2008). In US institutions, for example, the activities have included field trips, tal-
ent shows, and sports and games (Bender et al., 2008).
Salient Practice #6: Dedicate Time to One-On-One, Hands-On Mentoring
Sixth among the salient practices is dedicating time to one-on-one, hands-on mentoring,
even when mentoring a group of researchers. Cox and Androit’s (2009) comparative
study of student research skills from both the students’ and mentors’ perspectives
pointed to the importance of hands-on mentoring practices. Students who spent less time
with their mentor rated their own abilities higher than did students who spent more time,
“operating under false assumptions that they were making satisfactory progress as
researchers” (p. 34). When evaluating student abilities on a variety of tasks, faculty
8 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
10. mentors consistently rated students lower than the students themselves did, but student
ratings were more closely aligned with mentors when they spent more time with their
mentors. The vital importance to students of time with their faculty mentors was a key
finding by Behar-Horenstein et al. (2010). Their study revealed a discrepancy between
what faculty reported (e.g. weekly meetings, open-door policies) and what students
described in terms of time with their mentors. The small sample of students said they
wanted more time with their faculty mentors for guidance and advice (Behar-Horenstein
et al., 2010).
Similar findings about the value of time-intensive, hands-on mentoring have been
reported in the literature for two decades. Cortinas, Schneider, Straka, Beasley, and
Machacek (1996) found that the success of their National Science Foundation (NSF)
Research Experience for Undergraduates (REU) was due largely to the “significant com-
mitment” of mentors working closely with students. Shellito et al. (2001) reported that
student learning and time spent with their mentor during a research experience were
strongly related. In fact, students who spent little one-on-one time with their mentors
expressed resentment about their research experience (Shellito et al., 2001).
Salient Practice #7: Increase Student Ownership Over Time
The seventh salient practice of UR mentoring is to increase student ownership of the
research over time. Johnson and Harreld (2012) found that by investing time in
one-on-one mentoring (the sixth salient practice), mentors helped students gain confi-
dence in their ability to do the work and develop independence. One student reported
after a group research study in history that their mentor “was always ready to help us
with our many difficulties,” so “the team finally arrived at the point where we were self-
sufficient” (Johnson Harreld, 2012, p. 370).
Shore’s (2005) review of UR mentoring practices indicated that successful mentors
have approached their interactions with mentees as with those with a junior colleague.
Several researchers have advocated for UR environments in which all students (a) under-
stand how their tasks relate to the larger project goals, (b) feel welcome to provide opin-
ions about the work, (c) are listened to with patience and openness, (d) become more
autonomous as they are given ownership of specific tasks and important aspects of the
overall project, and (e) do work that will ultimately help them clarify and prepare for
their career goals (Benson, 2002; Craig, 1999; Mabrouk Peters, 2000; Merkel
Baker, 2002; National Academy of Sciences, National Academy of Engineering, Institute
of Medicine, 1997; Shellito et al., 2001; Shore, 2005). The experience becomes transfor-
mative for the undergraduate researchers when they have a sense of ownership in the
project (Laursen et al., 2010; Malachowski, 1996).
Encouraging student investment in a collaborative project promotes shared responsi-
bility as well as shared power (González, 2006). Rather than simply giving advice and
dispensing their knowledge, effective mentors have been said to share power by advocat-
ing for students’ needs and goals (González, 2006). Researchers at the National Acad-
emy of Sciences, National Academy of Engineering, Institute of Medicine (1997) made
the case in one of the earliest publications on UR mentoring that mentors should resist
the temptation of holding their power over undergraduates. Instead, mentors were urged
to ask for feedback from students about their mentoring, reflect on what they learn, and
use student feedback to try to improve their mentoring and the environment for
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 9
Downloadedby[JennyShanahan]at17:4626January2016
11. student-researchers (Gray, 2000; National Academy of Sciences, National Academy of
Engineering, Institute of Medicine, 1997; Shore, 2005).
Power sharing with undergraduate researchers has been discussed most often in the
literature about mentoring underrepresented minority students. Davis (2007) urged
mentors to take a collaborative approach to including students of color in their work, as
opposed to adopting the individualistic attitudes that prevail in some academic settings.
By intentionally including diverse voices and experiences, successful mentors have
benefited their own careers as well as their students’ advancement (Davis, 2007;
González, 2006).
Salient Practice #8: Support Students’ Professional Development through
Networking and Explaining Norms of the Discipline
The eighth salient practice in the literature about UR mentoring is supporting students’
professional development through networking and explaining the norms of the discipline.
For students to become invested in the work and responsible for their roles in the
research or creative process, the literature suggests it is important for mentors to foster
an environment that will allow them to develop professionally. A primary means of pro-
fessional development is providing networking opportunities for students such as intro-
ducing them to colleagues on campus and at professional conferences (Mabrouk, 2009;
Mabrouk Peters, 2000; National Academy of Sciences, National Academy of Engi-
neering, Institute of Medicine, 1997; Shore, 2005). Mabrouk (2009) found that students
attending a conference reported that the most valuable experiences were informal activi-
ties such as discussions held in coffee shops and other off-campus sites that allowed
them to network; such conversations were identified as even more beneficial than pre-
senting their research. Mabrouk recommended that mentors make the introductions and
facilitate the initial interactions.
Professional socialization provided by a faculty mentor has been shown to be even
more significant for underrepresented minority students and first-generation students.
First-generation students reported wanting, first and foremost, UR mentors that are
experts in their field who could provide access to networking opportunities and to well-
respected and powerful connections (Ishiyama, 2007; Mekolichick Bellamy, 2012;
Mekolichick Gibbs, 2012). Effective mentors were said to expand students’ networks
by introducing them to others in the field; they helped students navigate the unwritten
rules and norms of the profession; and they wrote strong, specific, substantive letters of
recommendation (Campbell Campbell, 2007; Davis, 2007) – providing access to pro-
fessional opportunities that are otherwise very difficult to obtain for students without
family or friends with experience in higher education.
Salient Practice #9: Create Intentional Opportunities for Peers and Near-Peers to
Learn Mentoring Skills
Ninth among salient practices is for faculty mentors to create intentional opportunities
for peers and near-peers to learn mentoring skills, i.e. to involve students in the practice
of UR mentoring. In the context of peer-mentoring scenarios, the function of a peer men-
tor holds many similarities to that of a faculty mentor, including the creation of a sense
of community among the researchers, guiding students to make deep connections,
10 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
12. role-modeling characteristics of a successful researcher, and acknowledging the need to
address different learning styles (Mahlab, 2010; Packard, Marciano, Payne, Bledzki,
Woodard, 2014). However, there are significant training implications for developing the
capabilities of first-time peer or near-peer mentors. The University of Wisconsin
(Madison) training program Entering Mentoring has been used in many institutions to
train both graduate students and faculty (Pfund et al., 2006). Packard et al. (2014) found
that the ideal peer-mentoring setting is one in which the faculty member has made clear
to all involved the student mentor’s role of authority in the group. Dolan and Johnson
(2009) revealed that positive mentoring relationships involving graduate students
required clear boundaries, especially where there were overlaps between faculty and
graduate students mentoring the same undergraduate. As a result of recognizing the
potential for duplication of the mentoring role between faculty and graduate students,
some institution-wide schemes have evolved in a different direction so that the graduate
students offer a mentoring role that is different from that of faculty. Sloane (2010)
described this shift in philosophy in one university mentoring program as a result of
recognition that the student mentors had no power to assess students’ work and that they
were not content experts. Their responsibilities therefore changed from trying to replicate
the role of a faculty mentor to serving as a facilitator of scholarly thinking.
The role of faculty in the peer-mentoring process has varied according to the aims of
the program and the degree to which student mentors were acting as a replacement for
faculty rather than enhancing what faculty do as mentors. Overseeing the research work
of a team with diverse backgrounds and levels of experience has been seen in the litera-
ture as a core capability. Faculty mentoring practices mostly involved the design and
management and delegation of mentoring to graduate and undergraduate peer mentors.
The implications for faculty of Dolan and Johnson’s (2009) research, where mentors
were graduates and postdoctoral students, are threefold: (a) Make an informed decision
on when to involve a graduate student in mentoring, so that this is an intentional prac-
tice. Edwards et al. (2011) suggested it is possible that as a result of being mentored by
a graduate student rather than a faculty member undergraduate mentees understood better
what they do not know (p. 310). (b) Focus time with graduate mentors and undergradu-
ate mentees at the start of the dyad and frame challenges as learning opportunities at this
early stage. (c) Stress to the graduate mentors the learning benefits that they will accrue
from the process, over and above any instrumental gains that may serve as a primary
motivation. The role of faculty was therefore to help the peer/near-peer mentors think
through and articulate their learning. Pfund et al. (2006) highlighted the importance of
mentoring practices oriented to personal and emotional support; in addition to assessing
students’ understanding, their practices included discussions of diversity, how to foster
mentees’ autonomy, and the importance of showing interest in mentees as individuals by
being available, an attribute echoed by Mabrouk and Peters (2000).
Salient Practice #10: Encourage and Guide Students through the Dissemination of
their Findings
The 10th salient practice of UR mentors is to encourage and guide students through the
dissemination of their findings. Several researchers have focused on how mentors can
help students disseminate research findings in oral and written form such as conference
presentations, research reports, and journal articles (Bowman Stage, 2002; Craig,
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 11
Downloadedby[JennyShanahan]at17:4626January2016
13. 1999; Mabrouk, 2009; Mabrouk Peters, 2000; Merkel Baker, 2002; Shellito et al.,
2001; Shore, 2005; Spronken-Smith et al., 2013; Walkington, 2012, 2014; Walkington,
Edwards-Jones, Gresty, 2013). As a final stage of the research process involves the
dissemination of results, Laursen et al. (2010) argued that developing student under-
standing of the avenues for dissemination (and the processes involved in that dissemina-
tion) will allow them to develop a greater appreciation for what it means to be a
researcher and scholar while, in turn, developing their oral and written communication
skills. The students interviewed by Behar-Horenstein et al. (2010) emphasized the value
of their mentors encouraging them to present in informal settings, such as lab-group
meetings, as well as at professional meetings. Ishiyama (2007) and Mekolichick and Bel-
lamy (2012) found that undergraduates from diverse demographic groups indicated that
one of the most important actions their mentors had taken was bringing them to confer-
ences and encouraging them to disseminate their work.
Implications
Through a narrative review of the literature, this paper has revealed 10 salient practices
which form a pedagogy of mentored UR. At their core, these practices corroborate the three-
pronged focus of UR mentoring described by Thiry and Laursen (2011), which highlighted
the need for facilitating intellectual support, personal/emotional support, and professional
socialization throughout the research experience. Our outline of salient mentor practices
expands upon these important themes by identifying actionable practices that can be imple-
mented across a diverse range of contexts. The identification of these salient practices also
allows for them to be used in preparing and training faculty for UR mentoring.
While the literature acknowledges the challenges associated with mentored UR in
terms of faculty time, compensation, and institutional resources, few sources acknowl-
edge the challenges posed by the changing landscape of higher education. A pedagogy
for UR in the future needs to acknowledge and adapt to the way in which the context of
research-based learning in universities is evolving. If UR is for all students (Healey
Jenkins, 2009) there are implications for being able to scale up research teams while
maintaining a quality experience where students feel supported emotionally as well as
academically. The USA as a context for UR is perhaps atypical in that research is institu-
tionally resourced through embedded administrative support structures, and funding is
available, particularly in the sciences, to engage students in faculty research. In fact,
institutional investment in UR in the USA is now so significant that the Council on
Undergraduate Research recently published a “next-generation road map” to guide col-
leges and universities through development and expansion of UR programs (Kinkead
Blockus, 2012). In addition, there is a long legacy of mentored UR through summer pro-
grams. In other parts of the world, universities deal with large student numbers and adopt
an inclusive model such that research experiences are embedded and mainstreamed
which can preclude close relationships between faculty mentor and mentee, yet all stu-
dents could potentially benefit from a mentored UR experience. Opening up the number
of research opportunities to a growing and more diverse student body represents a major
opportunity, and commensurate challenges arise.
In addition, there are some elements of the changing nature of higher education that
pose a significant challenge to the American model of mentored student research.
Research and teaching are increasingly being separated as activities with a proliferation
12 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
14. of short-term “teaching only” and “research only” contracts to cope with large student
numbers. The increasingly short-term nature of academic contracts is leading to precari-
ousness, and long-term research projects could be at risk. Solving complex global prob-
lems will require team-based solutions and students will need to be able to communicate
across disciplines. A pedagogy of one-to-one mentoring may not be best placed to pre-
pare students for authentic real-world research; mentoring interdisciplinary teams may
require mentors to work more collaboratively.
Just as students are forming international flows as a result of increased mobility (Alt-
bach, Reisberg, Rumbley, 2009), expert faculty mentors may become more mobile as
institutions form international collaborations. One evolving solution could involve virtual
laboratories where student research teams are dispersed across the globe and technology
is used to mediate the communication between mentees and mentors.
We therefore propose these 10 practices as a pedagogy for current mentoring rela-
tionships and will endeavor to explore, through our future research, methods in which
mentoring relationships are changing in the face of new challenges and developments in
higher education and how each of these practices may respond to the changing landscape
in our institutions and national systems.
Disclosure statement
No potential conflict of interest was reported by the authors.
Funding
This work was supported by Elon University’s Center for Engaged Learning.
Notes on contributors
Jenny Olin Shanahan, PhD, is the director of Undergraduate Research at Bridgewater State Univer-
sity in Massachusetts. She serves as an executive board member of the Council on Undergraduate
Research (CUR) and a CUR councilor in the Undergraduate Research Program Directors Division.
She has co-edited two books on UR in the arts and humanities and has authored several articles
and book chapters on research in the curriculum. She is a regular presenter of faculty workshops,
plenaries, and keynote addresses on UR and other high-impact practices, especially for under-rep-
resented students.
Elizabeth Ackley-Holbrook, PhD, is an assistant professor in the Department of Health and Human
Performance at Roanoke College. Her research interests involve physical activity epidemiology,
community-based participatory research, and special populations. She has authored 13 refereed
journal articles and 32 presentations in her fields of study.
Eric Hall, PhD, is a professor of Exercise Science at Elon University. His research interests include
the influence of physical activity on mental health as well as the impact of concussions on colle-
giate student-athletes. He has published over 40 journal articles and book chapters.
Kearsley Stewart, PhD, is associate professor of Global Health and Cultural Anthropology at Duke
University where she teaches undergraduate and graduate courses in HIV/AIDS narratives, ethics
of infectious disease control, global health research ethics, and qualitative research methods. Her
primary research focuses on the ethics of HIV/AIDS research and antiretroviral treatment in
Africa.
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 13
Downloadedby[JennyShanahan]at17:4626January2016
15. Helen Walkington, PhD, is the principal lecturer for the Student Experience at Oxford Brookes
University in the UK. She carries out research into higher education pedagogy, in addition to disci-
plinary research in geography. Walkington has published 34 refereed journal articles, a monograph
and a book, 11 book chapters, and given 35 International conference presentations.
References
Abdel-Qader, I. (2004). An undergraduate research mentoring model in digital signal and image
processing. International Journal of Electrical Engineering Education, 41, 146–157.
Alamodi, A. A., Abu-Zaid, A., Anwer, L. A., Khan, T. A., Shareef, M. A., Shamia, A. A., … Yag-
inuddin, A. (2014). Undergraduate research: An innovative student-centered committee from
the Kingdom of Saudi Arabia. Medical Teacher, 36, S36–S42.
Altbach, P. G., Reisberg, L., Rumbley, L. (2009). Trends in global higher education: Tracking
an academic revolution. Chestnut Hill, MA: Boston College Center for International Higher
Education.
Behar-Horenstein, L. S., Roberts, K. W., Dix, A. C. (2010). Mentoring undergraduate
researchers: An exploratory study of students’ and professors’ perceptions. Mentoring
Tutoring: Partnership in Learning, 18, 269–291.
Bender, C., Webster, M., Blockus, L. (2008). Creating community in your undergraduate
research program: It doesn’t happen spontaneously! CUR Quarterly, 28, 8–12.
Benson, E. (2002). Learning by doing: Four keys to fostering undergraduate research in your
laboratory. Monitor in Psychology, 33, 42–44.
Bowman, M. H., Stage, F. K. (2002). Personalizing the goals of undergraduate research:
Implementing three types of goals. Journal of College Science Teaching, 32, 120–125.
Boyer Commission on Educating Undergraduates in the Research University. (1998). Reinventing
undergraduate education: A blueprint for America’s research universities. Stony Brook, NY:
State University of Stony Brook.
Brandt, L. S. E. Hayes, J. L. (2012). Broader impacts of undergraduate research at a community
college: Opening doors to new ideas. CUR Quarterly, 33, 17–21.
Brownell, J. E., Swaner, L. E. (2010). Five high-impact practices: Research on learning
outcomes, completion, and quality. Washington, DC: Association of American Colleges and
Universities.
Brush, E., Cox, M., Harris, A., Torda, L. (2010). Undergraduate research as faculty
development. CUR Quarterly, 31, 11–16.
Buddie, A. M., Collins, C. L. (2011). Faculty perceptions of undergraduate research. Perspec-
tives on Undergraduate Research Mentoring, 1(1). Retrieved from http://blogs.elon.edu/purm/
2011/10/11/faculty-perceptions-of-undergraduate-research-purm-1-1/
Campbell, D. E., Campbell, T. A. (2007). Outcomes of mentoring at-risk college students:
Gender and ethnic matching effects. Mentoring Tutoring, 15, 135–148.
Cooley, E. L., Garcia, A. L., Hughes, J. L. (2008). Undergraduate research in psychology at lib-
eral arts colleges: Reflections on mutual benefits for faculty and students. North American
Journal of Psychology, 10, 463–472.
Cortinas, J. V., Schneider, J. M., Straka, J. M., Beasley, W. H., Machacek, C. M. (1996).
Educational affairs. Bulletin of the American Meteorological Society, 77, 2925–2936.
Corwin, L. A., Graham, M. J., Dolan, E. L. (2015). Modeling course-based undergraduate
research experiences: An agenda for future research and evaluation. CBE – Life Sciences
Education, 14, 1–13.
Cox, M. F., Androit, A. (2009). Mentor and undergraduate student comparisons of students’
research skills. Journal of STEM Education, 10, 31–39.
Craig, N. C. (1999). The Joys and trials of doing research with undergraduates. Journal of
Chemical Education, 76, 595–598.
Crawford, I., Orel, S., Shanahan, J. O. (Eds.). (2014). How to get started in arts and humanities
research with undergraduates. Washington, DC: Council on Undergraduate Research.
Crawford, I., Shanahan, J. O. (2014). Undergraduate research in the arts and humanities:
Challenges, opportunities, and rewards. In I. Crawford, S. Orel, J. O. Shanahan (Eds.), How
14 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
16. to get started in arts and humanities research with undergraduates (pp. 1–11). Washington,
DC: Council on Undergraduate Research.
Davis, D. J. (2007). Access to academe: The importance of mentoring to black students. The Negro
Education Review, 58, 217–231.
DeVries, D. N. (2001). Undergraduate research in the humanities: An oxymoron? CUR Quarterly,
21, 153–153.
Dolan, E., Johnson, D. (2009). Toward a holistic view of undergraduate research experiences:
An exploratory study of impact on graduate/postdoctoral mentors. Journal of Science
Education and Technology, 18, 487–500.
Edgcomb, M. R., Antola-Crowe, H. A., Rice, J. D., Morris, S. J., Wolffe, R. J., McConnaughay,
K. D. (2010). Peer and near peer mentoring: Enhancing learning in summer research
programmes. CUR Quarterly, 31, 18–25.
Edwards, T. M., Smith, B. K., Watts, D. L., Germain-Aubrey, C. C., Roark, A. M., Bybee, S. M.,
… Guillette, L. J. (2011). Group-advantaged training of research (GATOR): A metamorphosis
of mentorship. BioScience, 61, 301–311.
Elgren, T., Hensel, N. (2006). Undergraduate research experiences: Synergies between scholar-
ship and teaching. Peer Review, 8, 4–7.
Elrod, S., Husic, D., Kinzie, J. (2010). Research and discovery across the curriculum. Peer
Review, 12, 4–8.
Falconer, J., Holcomb, D. (2008). Understanding undergraduate research experiences from the
student perspective: A phenomenological study of a summer student research program. College
Student Journal, 42, 869–878.
FitzGerald, W., Midiri, N. (2013). But is it really research? Undergraduate anxieties in the
humanities. Perspectives on Undergraduate Research Mentoring, 2(2). Retrieved from http://
blogs.elon.edu/purm/2013/04/12/previous-issue-p-u-r-m-2-2/
Gafney, L. (2005). The role of the research mentor/teacher. Journal of College Science Teaching,
24, 52–56.
Gandara, P., Maxwell-Jolly, J. (1999). Priming the pump: Strategies for increasing achievement
of underrepresented minority graduates. New York, NY: The College Board.
Gillies, S. L. Marsh, S. (2013). Doing science research at an undergraduate university.
International Journal of Arts and Sciences, 6, 379–390.
González, C. (2006). When is a mentor like a monk? Academe, 92, 29–32.
Graham, D., Hempstead, J., Couchman, R. (2012). Forging a template for undergraduate collab-
orative research: A case study. Creative Education, 03, 859–865.
Gray, G. (2000). Producing results: Effective management and mentoring in academic labs. AWIS
Magazine, 29, 14–18.
Gregerman, S. R. (2009). Filling the gap: The role of undergraduate research in student retention
and academic success. In M. K. Boyd J. L. Wesemann (Eds.), Broadening participation in
undergraduate research: Fostering excellence and enhancing the impact (pp. 245–256). Wash-
ington, DC: Council on Undergraduate Research.
Guterman, L. (2007, August 17). What good is undergraduate research, anyway? Chronicle of
Higher Education, 53, 11–12.
Hakim, T. (1998). Self-assessment of undergraduate research: Reactions and student perspectives.
CUR Quarterly, 18, 189–192.
Handelsman, J., Pfund, C., Lauffer, S. M., Pribbenow, C. M. (2005). Entering mentoring: A
seminar to train a new generation of scientists. Madison, WI: University of Wisconsin Press.
Harrison, M., Dunbar, D., Mageeney, C., Lopatto, D. (2010). Peer mentoring in an introductory
biology laboratory. CUR Quarterly, 31, 9–14.
Healey, M., Jenkins, A. (2009). Developing undergraduate research and inquiry. York: Higher
Education Academy.
Healey, M., Jenkins, A., Lea, J. (2014). Developing research-based curricula in college-based
higher education. York: Higher Education Academy.
Hensel, N. (2012). Characteristics of excellence in undergraduate research. Washington, DC:
Council on Undergraduate Research.
Hensel, N. H., Cejda, B. D. (Eds.). (2014). Tapping the potential of all: Undergraduate research
in community colleges. Washington, DC: Council on Undergraduate Research.
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 15
Downloadedby[JennyShanahan]at17:4626January2016
17. Ibnouf, A., Dou, L., Knight, J. (2014). The evolution of Qatar as an education hub: Moving to a
knowledge-based economy. In J. Knight (Ed.), International Education Hubs (pp. 43–61).
Dordrecht: Springer Science and Business Media.
Ishiyama, J. (2007). Expectations and perceptions of undergraduate research mentoring: Comparing
first generation, low income White/Caucasian and African American students. College Student
Journal, 41, 540–549.
Jenkins, A., Healey, M. (2010). Undergraduate research and international initiatives to link
teaching and research. CUR Quarterly, 30, 36–42.
Johnson, B. A., Harreld, D. J. (2012). Nurturing independent learning in the undergraduate stu-
dent in History: A faculty–student mentoring experience. Mentoring Tutoring: Partnership
in Learning, 20, 361–378.
Jones, M. T., Barlow, A. E. L., Villarejo, M. (2010). Importance of undergraduate research for
minority persistence and achievement in biology. The Journal of Higher Education, 81,
82–115.
Jones, R. M. Davis, S. N. (2014). Assessing faculty perspectives on undergraduate research:
Implications from studies of two faculties. CUR Quarterly, 34, 37–42.
Jordan, R. C., Brooks, W. R. (2013). Graduate students as mentors to undergraduates in
research: A discussion of benefits and limitations. Perspectives on Undergraduate Research
Mentoring, 3(1). Retrieved from http://blogs.elon.edu/purm/2013/10/22/previous-issue-purm-3-
1/
Kardash, C. M. (2000). Evaluation of undergraduate research experience: Perceptions of under-
graduate interns and their faculty mentors. Journal of Educational Psychology, 92, 191–201.
Kasprisin, C. A., Boyle Single, P., Single, R. M., Muller, C. B. (2003). Building a better bridge:
Testing e-training to improve e-mentoring programmes in higher education. Mentoring
Tutoring: Partnership in Learning, 11, 67–78.
Kendricks, K. D., Nedunuri, K. V., Arment, A. R. (2013). Minority student perceptions of the
impact of mentoring to enhance academic performance in STEM disciplines. Journal Of STEM
Education: Innovations Research, 14, 38–46.
Kinkead, J., Blockus, L. (Eds.). (2012). Undergraduate research offices programs: Models
and practices. Washington, DC: Council on Undergraduate Research.
Kinzie, J., Gonyea, R., Shoup, R., Kuh, G. D. (2008). Promoting persistence and success of
underrepresented students: Lessons for teaching and learning. In J. M. Braxton (Ed.), The role
of the classroom in college student persistence (pp. 21–38). San Francisco, CA: Jossey-Bass.
Klos, N. Y., Shanahan, J. O., Young, G. (Eds.). (2011). Creative inquiry in the arts and humani-
ties: Models of undergraduate research. Washington, DC: Council on Undergraduate
Research.
Kuh, G. (2008). High-impact educational practices: What they are, who has access to them, and
why they matter. Washington, DC: Association of American Colleges and Universities.
Kuh, G., O’Donnell, K. (2013). Ensuring quality and taking high-impact practices to scale.
Washington, DC: Association of American Colleges and Universities.
Laursen, S., Hunter, A., Seymour, E., Thiry, H., Melton, G. (2010). Undergraduate research in
the sciences: Engaging students in real science. San Francisco, CA: Josey-Bass.
Levenson, C. (2010). Enhancing undergraduate research in the arts and humanities. Peer Review,
12, 13–15.
Linn, M. C., Palmer, E., Baranger, A., Gerard, E., Stone, E. (2015). Undergraduate research
experiences: Impact and opportunities. Science, 347, 627–633.
Locks, A. M., Gregerman, S. R. (2008). Undergraduate research as an institutional retention
strategy: The University of Michigan model. In R. Taraban R. L. Blanton (Eds.), Creating
effective undergraduate programs in science: The transformation from student to scientist (pp.
11–32). New York, NY: Teachers College Press.
Lopatto, D. (2003). Essential features of undergraduate research. CUR Quarterly, 24, 139–142.
Lopatto, D. (2004). Survey of undergraduate research experiences (SURE): First findings. Cell
Biology Education, 3, 270–277.
Lopatto, D. (2010). Undergraduate research as a high-impact student experience. Peer Review, 12,
2–30.
Lown, J. (1993). Involving undergraduate students in faculty research. Advancing the Consumer
Interest, 5, 29–31.
16 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016
18. Mabrouk, P. A. (2003). Research learning contracts: A useful tool for facilitating successful
undergraduate research experiences. CUR Quarterly, 21, 26–30.
Mabrouk, P. A. (2009). Survey study investigating the significance of conference participation to
undergraduate research students. Journal of Chemical Education, 86, 1335–1340.
Mabrouk, P. A., Peters, K. (2000). Student perspectives on undergraduate research experiences
in chemistry and biology. CUR Quarterly, 21, 25–33.
Mahlab, M. (2010). CUR focus: Who benefits? Peer mentors at Grinnell College. CUR Quarterly,
31, 7–10.
Malachowski, M. (1996) The mentoring role in undergraduate research projects. CUR Quarterly,
17, 91–93, 105–106.
McDorman, T. (2004). Promoting undergraduate research in the humanities: Three collaborative
approaches. CUR Quarterly, 25, 39–42.
Mekolichick, J., Bellamy, J. (2012). Research experiences for undergraduates: Student presen-
ter’s perceptions of mentoring and conference presentation by college generational status and
sex. Perspectives on Undergraduate Research Mentoring, 1.1.
Mekolichick, J., Gibbs, M. K. (2012). Understanding college generational status in the
undergraduate research experience. CUR Quarterly, 33, 40–46.
Merkel, C. A., Baker, S. M. (2002). How to mentor undergraduate researchers. Washington,
DC: Council on Undergraduate Research.
Moore, D. B., Dueweke, A., Newton, C. R., Stevens-Russ, R. (2005). Mentoring students in
professional-quality science communication. CUR Quarterly, 25, 118–121.
Nagda, B. A., Gregerman, S., Jonides, J., von Hippel, W., Lerner, J. S. (1998). Undergraduate
student-faculty research partnerships affect student retention. Review of Higher Education, 22,
55–72.
National Academy of Sciences, National Academy of Engineering, Institute of Medicine. (1997).
Adviser, teacher, role model, friend: On being a mentor to students in science and engineering.
Washington, DC: National Academies Press.
Osborn, J., Karukstis, K. (2009). The benefits of undergraduate research, scholarship, and
creative activity. In M. K. Boyd J. L. Wesemann (Eds.), Broadening participation in under-
graduate research: Fostering excellence and enhancing the impact (pp. 41–53). Washington,
DC: Council on Undergraduate Research.
Packard, B. W., Marciano, V. N., Payne, J. M., Bledzki, L. A., Woodard, C. T. (2014). Negotiat-
ing peer mentoring roles in undergraduate research lab settings. Mentoring Tutoring: Part-
nership in Learning, 22, 433–445.
Padmaja, A., Laxmi Ramana, V. S. V., Reddy, P. R. (2015). Importance of research at undergradu-
ate level. Proceedings of the International Conference on Transformations in Engineering
Education, 631–632. Retrieved from http://link.springer.com/chapter/10.1007/978-81-322-
1931-6_101
Pfund, C., Pribbenow, C. M., Branchaw, J., Miller-Lauffer, S., Handelsman, J. (2006).
Professional skills: Enhanced: The merits of training mentors. Science, 311, 473–474.
van der Rijst, R. M., Visser-Wijnveen, G. J. (2011). Undergraduate research and inquiry in the
Netherlands. CUR Quarterly, 32, 32–36.
Sandover, S., Partridge, L., Dunne, E., Burkill, S. (2012). Undergraduate researchers change
learning and teaching: A case study in Australia and the United Kingdom. CUR Quarterly, 33,
33–39.
Schantz, M. (2008). Undergraduate research in the humanities: Challenges and prospects. CUR
Quarterly, 29, 26–29.
Schultz, J. R. (2001). The transformational process of mentoring. CUR Quarterly, 22, 72–73.
Schwartz, J. (2011). Faculty as undergraduate research mentors for students of color: Taking into
account the costs. Science Education, 96, 527–542.
Shanahan, J. O., Liu, X., Manak, J., Miller, S. M., Tan, J., Yu, C. W. (2015). Research-informed
practice, practice-informed research: The integral role of undergraduate research in professional
disciplines. CUR Quarterly, 35, 6–16.
Shellito, C., Shea, K., Mueller-Solger, A., Davis, W. (2001). Successful mentoring of undergrad-
uate researchers: Tips for creating positive student research experiences. Journal of College
Science Teaching, 30, 460–464.
TEN SALIENT PRACTICES OF UNDERGRAD RESEARCH MENTORS 17
Downloadedby[JennyShanahan]at17:4626January2016
19. Shore, C. (2005). Toward recognizing high-quality faculty mentoring of undergraduate scholars.
Journal of Excellence in College Teaching, 16, 111–136.
Showman, A., Cat, L. A., Cook, J., Holloway, N., Wittman, T. (2013). Five essential skills for
every undergraduate researcher. CUR Quarterly, 13, 16–20.
Sloane, A. (2010). Peer teaching and mentoring: The case of undergraduate research fellows. CUR
Quarterly, 31, 11–17.
Spronken-Smith, R. A., Brodeur, J. J., Kajaks, T., Luck, M., Myatt, P., Verburgh, A., …
Wuetherick, B. (2013). Completing the research cycle: A framework for promoting dissemina-
tion of undergraduate research and inquiry Teaching Learning Inquiry. The ISSOTL Journal,
1, 105–118.
Thiry, H., Laursen, S. L. (2011). The role of student–advisor interactions in apprenticing under-
graduate researchers into a scientific community of practice. Journal of Science Education and
Technology, 20, 771–784.
Thorsheim, H., LaCost, H., Narum, J. L. (2010). Peer mentoring of undergraduate research in
community colleges: A “transplantable” model for workshops. CUR Quarterly, 31, 26–32.
Walkington, H. (2012). Developing dialogic learning space: The case of online undergraduate
research journals. Journal of Geography in Higher Education, 36, 547–562.
Walkington, H. (2014). Quality enhancement of undergraduate research – further strategies to
increase student engagement in research dissemination Brookes E-journal of Learning and
Teaching, 6(1). Retrieved from http://bejlt.brookes.ac.uk/paper/quality-enhancement-of-under
graduate-research-further-strategies-to-increase-student-engagement-in-research-dissemination/
Walkington, H., Edwards-Jones, A., Gresty, K. (2013). Strategies for widening students’
engagement with undergraduate research journals. CUR Quarterly, 34, 24–30.
Wang, G., Wang, H. (2008). Strategy and practice of undergraduate research competence
building in research universities in China. Tsinghua Journal of Education, 29, 44–48.
Wayment, H. A., Dickson, K. L. (2008). Increasing student participation in undergraduate
research benefits students, faculty, and department. Teaching of Psychology, 35, 194–197.
Wenzel, T. J. (1997). What is undergraduate research? CUR Quarterly, 17, 163.
Wilson, Z. S., Holmes, L., deGravelles, K., Sylvain, M. R., Batiste, L., Johnson, M., … Warner, I.
M. (2012). Hierarchical mentoring: A transformative strategy for improving diversity and
retention in undergraduate STEM disciplines. Journal of Science Education and Technology,
21, 148–156.
Yaffe, K., Bender, C., Sechrest, L. (2012). What is a mentor? CUR Quarterly, 33, 34–39.
Yuhao, C. (2014). Student development in undergraduate research programs in China: From the
perspective of self-authorship. International Journal of Chinese Education, 3, 53–73.
18 SHANAHAN, ACKLEY-HOLBROOK, HALL, STEWART, AND WALKINGTON
Downloadedby[JennyShanahan]at17:4626January2016