Rafael Bahamonde PhD Professor of Kinesiology Biomechanics Associate Dean School of PETM Director of Diversity Scholar Research Program IUPUI 20062008 Directors Mentoring Award for Outstanding Leadership and Mentoring of Undergraduate Research Center for Research and Learning IUPU ID: 578448
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Role and Support of Faculty Mentors in an Undergraduate Research Program
Rafael Bahamonde, Ph.D. Professor of Kinesiology (Biomechanics)Associate Dean School of PETMDirector of Diversity Scholar Research Program IUPUI (2006-2008)Director’s Mentoring Award for Outstanding Leadership and Mentoring of Undergraduate Research, Center for Research and Learning, IUPUI 2010Director of Faculty Outreach LSMCEFaculty Liaison Coordinator NIH IPREPSlide2
Outline
Why mentor undergraduate students?Faculty more likely to be mentorsWhy faculty become mentors?Barriers & Challenges of mentorsTips for mentorsHow to involve and support faculty in mentoring UR?Slide3
Why mentor undergraduate students?
Mentoring
can be demanding and requires a responsible approach, but at the same time it can be enjoyable and rewarding.Undergraduate research is
high
impact
practice
-Numerous
s
tudent
benefitsSlide4
Faculty likely to be mentors
(N=4832 STEM faculty, 194 institutions- Higher Education Research Institute)Slide5
Reasons for faculty participation
Role as an educatorGiving back to the disciplineIdentification to future graduate studentsFunding Faculty believe that undergraduate students can contribute to a research programOpportunities for graduate students to do mentoringSlide6
Benefits to faculty mentors
Increase morale, self esteem and satisfaction (Wilson, 2000)Effective role model and better teachers (Hakim, 2000)Increase enthusiasm (Russell et. Al. 2007)Development of new knowledge – research projectsAssistance with projects Additional fundingSlide7
Faculty Perceptions of Undergraduate
ResearchAmy M. Buddie, Kennesaw State University, U.S.Courtney L. Collins, Kennesaw State University, U.S.Slide8
Tips for mentors
Know thyselfWhat are your strength and weaknesses as mentorAccept that you are role modelSelect you mentee carefullyImprove you listening skillsBe accessibleBeware of cloningAllow for individual differencesStay currentSocialize student to the professionPromote your mentee to other colleagues
Be directly involved teaching and training you menteeEscalate the mentee’s responsibilityProvide clear expectations and honest and constructive feedbackPromote time management skillsOffer personal supportThe Journal of Undergraduate Neuroscience Education (JUNE), Fall 2012, 11(1):A55-A63 Slide9
Understanding Challenges and BarriersFactors
that influence faculty decisions to become mentorsSlide10
InstitutionalDepartmental
External BarriersSlide11
Institutional & Department Barriers
Lack of structured programs or resourcesSmaller schools faculty has to do it allPromotion and tenure rewardsEmphasis in research productivity (grants and publications) at the cost of teaching and mentoringFaculty Teaching workloadSlide12
Institutional & Department Barriers
Perception working with undergraduate limits research productivity (time consuming)Lack of mentor trainingLimited FundingLack of time to mentor Balance teaching-research and serviceLack of incentivesFinancial, course load reduction, tenure pathSlide13
Individual BarriersSlide14
Individual Barriers
Lack of opportunitiesLarge classesGraduate classesOnline classes (?)Students take a long time to declare majorStudents rely on faculty to establish mentor relationships Faculty wait for students to initiate mentoring relationshipsSlide15
How to involve Faculty in Mentoring undergraduate research?
By addressing those barriers and supporting faculty mentorsSlide16
How to involve Faculty in Mentoring undergraduate research?Slide17
How to involve Faculty in Mentoring undergraduate research?
Time and CostTime spent mentoring undergraduate researchers must count fairly toward faculty workloadUR should be part of the promotion and tenure process
UR should be part of the faculty scholarships goalsDevelopment of research throughout the curriculum approachSlide18
How to involve Faculty in Mentoring undergraduate research?
Faculty WorkloadUniversities are restructuring traditional course loads to deliver high impact practices such as UR, Service Learning etc.Northern Arizona University reduced workload of psychology faculty who were mentoring and UR increased from 60 to 94% in two years.Using weighted course loadCredit for independent research, senior theses, honors research projects etc.
Banking of UR experiencesX number of experiences = 1 course releaseWayment, H. A. & Dickson, K. L. (2008). Increasing student participation in undergraduate research benefits students, faculty, and department. Teaching of Psychology, 35(3),194.Slide19
How to involve Faculty in Mentoring undergraduate research?
Include UR as part of promotion and tenure processInclude UR mentoring in guidelinesDevelop mentoring awardsCenter for URUR can enhance faculty productivity (Cooley et al. 2008)
Cooley, E. L., Garcia, A. L., & Hughes, J. L. (2008). Undergraduate research in psychologyat liberal arts colleges: Reflections on mutual benefits for faculty and students. North American Journal of Psychology, 10, 463-472.Slide20
How to involve Faculty in Mentoring undergraduate research?
UR is a high impact learning experienceConvince faculty that UR is an integral part of the of their professional development Slide21
How to involve Faculty in Mentoring undergraduate research?
Integrate research in existing curriculumShort term research projectsGroup researchFull semester research projectsResearch methods coursesResearch honor programCapstone research course
Undergraduate Research: A Path to SuccessSlide22
How to involve Faculty in Mentoring undergraduate research?
Scaffolding research skills across the curriculumWhat are the research-related skills, knowledge, and dispositions we want graduates of a particular program to have learned?Where in the curriculum are those objectives introduced, developed, and mastered?What kinds of assignments allow students to learn each objective at introductory, developmental, and mastery levels?
What’s in it for Faculty? Some Benefits of Mentoring Undergraduate Research; Jenny Shanahan, Ph.D., Director of Undergraduate Research, Bridgewater State University, MassachusettsSlide23