How do I mentor?
Find Students
Many University undergraduates are reluctant to approach faculty members about research because they are unsure of their own abilities, concerned about possible rejection and uncomfortable talking with older adults. Successful techniques that havebeen used by faculty members to find undergraduate researchers include: making announcements in classes that you or your colleagues teach, contacting your Director of Undergraduate Studies or departmental or college advising offices, informing your college Honors Program and sending an announcement to the undergraduate student organization in your major.
You are also invited to participate in the Undergraduate Research Opportunities Program (UROP). UROP awards fund students to do research and creative activities with faculty members for at least an initial period. The UROP Office maintains a listing of research and creative activity opportunities for undergraduates. You are invited to contact Marvin Marshak or Vicky Munro or call 612-625-3853 for more information.
Tips for Mentoring Students
Faculty members with considerable mentoring experience generally agree that a deliberate approach to mentoring is most likely to achieve success. The following suggestions are adapted from a Stanford University website:
• Initiate a conversation early in your working relationship in which you and your student agree upon expectations and working agreements:
How frequently will you meet face to face? Who, in addition to you, will directly work with the undergraduate student, for example, a graduate student or postdoctoral fellow. What blocks of time, hours of the day, or hours per week, consecutive weeks or quarters do you expect the student to work? How will the student be trained? Is the student expected to attend lab or research group meetings, and, if so, will she or he need to prepare something for them? Will the student work in the lab or research area, or is there work she or he may take home to complete? What kind of final product do you expect the student to produce?
• You should inform the student that she or he needs to take an active, responsible role in initiating and organizing one-on-one communications with you, setting meeting agendas, prioritizing issues the student wants to discuss and taking a lead in discussions.
• You should work with your student to set short- and long-term goals and deadlines for the different stages ofher or his project.
• You should explicitly inform your student of your communication habits: when does email suffice, when must you meet face-to-face, and when—if ever—may she or he call you at home?
• Consider asking your student to compile written summaries of meetings (agreements, assignments, work outlines), restating tasks and the division of labor.
• If you assign your student readings in books or articles, you should request comments or responses when the student has finished major portions or the complete assignment.
• Share your excitement regarding your research. Enxourage your student to communicate her or his questions and ideas. Be open to new perspectives and insights that your student may have.