Key actions of successful summer research mentors
Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key act...
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| Veröffentlicht in: | Higher education 2016-09, Vol.72 (3), p.363-379 |
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| description | Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized "key actions" of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six "key actions" hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs. (HRK / Abstract übernommen). |
| doi_str_mv | 10.1007/s10734-015-9961-z |
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Raj ; u.a</creator><creatorcontrib>Raman, D. Raj ; u.a</creatorcontrib><description>Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized "key actions" of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six "key actions" hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs. (HRK / Abstract übernommen).</description><identifier>ISSN: 0018-1560</identifier><identifier>EISSN: 1573-174X</identifier><identifier>DOI: 10.1007/s10734-015-9961-z</identifier><identifier>CODEN: HREDAN</identifier><language>eng</language><publisher>Dordrecht: Springer</publisher><subject>Academic achievement ; Analysis ; Ausland ; College students ; Communication ; Correlation ; Education ; Educational research ; Engineering ; Engineering education ; Government agencies ; Graduate schools ; Graduate students ; Graduate studies ; Group development ; Higher Education ; Hochschule ; Laboratory equipment ; Learning ; Lectures ; Lehre ; Mentoring ; Mentors ; Methods ; Persuasion ; Problem solving ; Research facilities ; School Holding Power ; STEM professions ; Student ; Student Attitudes ; Student Experience ; Student Interests ; Student retention ; Student Surveys ; Students ; Studium ; Success factors ; Summer Programs ; Summer schools ; Teaching ; Training ; Undergraduate Students ; University research ; USA</subject><ispartof>Higher education, 2016-09, Vol.72 (3), p.363-379</ispartof><rights>Springer Science+Business Media Dordrecht 2016</rights><rights>Springer Science+Business Media Dordrecht 2015</rights><rights>COPYRIGHT 2016 Springer</rights><lds50>peer_reviewed</lds50><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c485t-bed013b783d50c8067f85908b9ccf4ad1de53c4d796082e40893605af6664a4b3</citedby><cites>FETCH-LOGICAL-c485t-bed013b783d50c8067f85908b9ccf4ad1de53c4d796082e40893605af6664a4b3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.jstor.org/stable/pdf/24756990$$EPDF$$P50$$Gjstor$$H</linktopdf><linktohtml>$$Uhttps://www.jstor.org/stable/24756990$$EHTML$$P50$$Gjstor$$H</linktohtml><link.rule.ids>314,780,784,803,27866,27924,27925,41488,42557,51319,58017,58250</link.rule.ids><backlink>$$Uhttp://www.fachportal-paedagogik.de/fis_bildung/suche/fis_set.html?FId=1102843$$DAccess content in the German Education Portal$$Hfree_for_read</backlink><backlink>$$Uhttp://eric.ed.gov/ERICWebPortal/detail?accno=EJ1110669$$DView record in ERIC$$Hfree_for_read</backlink></links><search><creatorcontrib>Raman, D. Raj</creatorcontrib><creatorcontrib>u.a</creatorcontrib><title>Key actions of successful summer research mentors</title><title>Higher education</title><addtitle>High Educ</addtitle><description>Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized "key actions" of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six "key actions" hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs. (HRK / Abstract übernommen).</description><subject>Academic achievement</subject><subject>Analysis</subject><subject>Ausland</subject><subject>College students</subject><subject>Communication</subject><subject>Correlation</subject><subject>Education</subject><subject>Educational research</subject><subject>Engineering</subject><subject>Engineering education</subject><subject>Government agencies</subject><subject>Graduate schools</subject><subject>Graduate students</subject><subject>Graduate studies</subject><subject>Group development</subject><subject>Higher Education</subject><subject>Hochschule</subject><subject>Laboratory equipment</subject><subject>Learning</subject><subject>Lectures</subject><subject>Lehre</subject><subject>Mentoring</subject><subject>Mentors</subject><subject>Methods</subject><subject>Persuasion</subject><subject>Problem solving</subject><subject>Research facilities</subject><subject>School Holding Power</subject><subject>STEM professions</subject><subject>Student</subject><subject>Student Attitudes</subject><subject>Student Experience</subject><subject>Student Interests</subject><subject>Student retention</subject><subject>Student Surveys</subject><subject>Students</subject><subject>Studium</subject><subject>Success factors</subject><subject>Summer Programs</subject><subject>Summer schools</subject><subject>Teaching</subject><subject>Training</subject><subject>Undergraduate Students</subject><subject>University research</subject><subject>USA</subject><issn>0018-1560</issn><issn>1573-174X</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2016</creationdate><recordtype>article</recordtype><sourceid>7TQ</sourceid><sourceid>8G5</sourceid><sourceid>ABUWG</sourceid><sourceid>AFKRA</sourceid><sourceid>AIMQZ</sourceid><sourceid>AZQEC</sourceid><sourceid>BENPR</sourceid><sourceid>CCPQU</sourceid><sourceid>DWQXO</sourceid><sourceid>GNUQQ</sourceid><sourceid>GUQSH</sourceid><sourceid>M2O</sourceid><recordid>eNqFkUtr3DAUhUVpodO0P6CUgqFrpfda72UISV-BbBLoTmjkq6mHsT2VPIvk11fBJU1hIGghofOdo8dh7D3CKQKYzwXBCMkBFXdOI79_wVaojOBo5M-XbAWAlqPS8Jq9KWULAC0qsWL4g-6aEOd-GkszpaYcYqRS0mFXl8NAuclUKOT4qxlonKdc3rJXKewKvfs7n7Dby4ub86_86vrLt_OzKx6lVTNfUwco1saKTkG0oE2yyoFduxiTDB12pESUnXEabEsSrBMaVEhaaxnkWpywT0vuPk-_D1Rmv50OeaxHerSIqFDZ9h-1CTvy_ZimOYc49CX6M2lAylZLXSl-hNrQSDnsppFSX7f_40-P8HV0NPTxqAEXQ8xTKZmS3-d-CPnOI_iHgvxSkK8F-YeC_H31fFw8lPv4yF98r28DrV3V20UvVRs3lJ98wPOh21LLekxtpVHaOaj6h0Xv-v2TSyK0VgrxB8-qrAU</recordid><startdate>20160901</startdate><enddate>20160901</enddate><creator>Raman, D. 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Raj</au><au>u.a</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><ericid>EJ1110669</ericid><atitle>Key actions of successful summer research mentors</atitle><jtitle>Higher education</jtitle><stitle>High Educ</stitle><date>2016-09-01</date><risdate>2016</risdate><volume>72</volume><issue>3</issue><spage>363</spage><epage>379</epage><pages>363-379</pages><issn>0018-1560</issn><eissn>1573-174X</eissn><coden>HREDAN</coden><abstract>Summer research opportunities for undergraduates, such as those supported by the National Science Foundation's Research Experience for Undergraduates (REU) program, can be critical experiences that help persuade students to pursue research through graduate studies. Studies analyzing the key actions of successful mentors are scarce. The goal of this study was to explore how hypothesized "key actions" of mentors correlated with student perceptions of mentoring and of overall program quality, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. Students who participated in 11 REU programs at a large Midwestern US university in summer 2012 were surveyed in spring 2013 about their experiences in the program and with their primary research mentor. Results suggest that the key factors hypothesized to be associated with good mentoring correlated with students' ratings of their relationship with their mentor, students' overall program ratings, students' scholarly output resulting from the REU, and the influence of the REU on students' decisions to pursue graduate school. The six "key actions" hypothesized to be associated with good mentoring were significantly correlated with student experience in an REU program. Although none of the six actions is particularly complex, taking these actions is crucial and non-trivial. Prospective REU mentors could be informed about these key actions during mentor training activities. Future research could examine these six dimensions across postsecondary institutions and in mentoring relationships outside of REU programs. (HRK / Abstract übernommen).</abstract><cop>Dordrecht</cop><pub>Springer</pub><doi>10.1007/s10734-015-9961-z</doi><tpages>17</tpages></addata></record> |
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| subjects | Academic achievement Analysis Ausland College students Communication Correlation Education Educational research Engineering Engineering education Government agencies Graduate schools Graduate students Graduate studies Group development Higher Education Hochschule Laboratory equipment Learning Lectures Lehre Mentoring Mentors Methods Persuasion Problem solving Research facilities School Holding Power STEM professions Student Student Attitudes Student Experience Student Interests Student retention Student Surveys Students Studium Success factors Summer Programs Summer schools Teaching Training Undergraduate Students University research USA |
| title | Key actions of successful summer research mentors |
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