A recipe for effective undergraduate research mentorship
Strategies for giving effective feedback, addressing common challenges and fostering a supportive and productive mentor-student relationship
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Mentoring undergraduate honours students through the thesis-writing and research process presents challenges distinct from the graduate mentoring process. Undergraduate students are often new to the research process and frequently face the complex task of navigating independent, in-depth research for the first time.
Professors play a crucial role in guiding undergraduate students through this process because a well-structured and organised approach can help students avoid delays or diminished quality of work. Improving mentorship practices is essential to ensuring the successful completion of high-quality thesis research and also to promoting critical thinking, research skills and academic independence in students.
Structuring the mentorship process
Early and clear expectations: setting clear goals, timelines and communication protocols at the outset of the mentorship process is paramount. These may revolve around understanding the research objectives, writing research questions, recognising gaps in existing research, organising the study around the research questions, setting specific deadlines for section completion and outlining the research process during weekly meetings.
Consistent check-ins: monitor progress and maintain engagement and motivation through regular check-ins, allowing students time to address challenges and share progress.
Flexibility: While structure is essential for keeping research projects organised and on schedule, we must offer flexibility as an equally important component. Students may encounter unanticipated obstacles in the research process or require additional time to develop their skills as beginner researchers. Flexibility with deadlines and goal adjustment based on students' evolving needs ensures that they feel supported while mitigating the risk of overwhelm.
Guiding research development
Narrowing the scope of research: an important part of helping students refine their research focus involves narrowing broad topics into smaller, more manageable ones. Doing so should allow them to begin creating research questions that are topic-focused and investigable in the allotted timeframe. It will also assist students in identifying key themes and areas of need and assessing the complexity of their topic.
Using resources: support students in identifying and using resources such as academic journals, library databases and research support services. A critical component of this support is guiding students to locate reliable sources by providing instruction on accessing peer-reviewed journals, reputable academic databases, library resources and trusted online platforms.
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Building critical thinking skills: by guiding students to question assumptions and consider diverse perspectives of their research topic, faculty can encourage students to develop a critical outlook on their topic. Use case studies, debates or problem-solving workshops to foster critical thinking skills and encourage analysis and solution generation. Along with this, ask open-ended questions to stimulate reflection, uncover assumptions and promote reasoning and analysis. The goal is not to provide answers directly but to guide individuals to think critically and arrive at their conclusions.
Effective feedback
Provide feedback that is supportive and actionable. To encourage growth, it should highlight students' strengths and identify areas for improvement. Deliver feedback in shorter, focused sections addressing specific parts of the project. Breaking feedback into smaller, more manageable chunks may lessen the feeling of overwhelm. Note that the frequency of feedback may vary depending on the type and scope of the assignment or activity.
For short assignments, provide feedback within 24 to 48 hours to maintain relevance and momentum. For longer projects, offer input at key milestones (for example, proposal, draft and final submission). For ongoing activities, you can offer quick, informal feedback during discussions, after exercises or on discussion boards to reinforce concepts. Encourage students to apply feedback by reviewing progress regularly.
Find a balance between guidance and encouraging autonomy by allowing students to make decisions independently while providing support when necessary. For instance, for group projects, allow students to make independent decisions, such as topics or how tasks are divided, while offering clear expectations, optional check-ins and opportunities for reflection to guide and support their progress.
Creating a positive mentorship relationship
Cultivate a positive, supportive relationship by showing that you are genuinely invested in the student’s academic and personal development. You can do this by scheduling brief one-on-one check-ins via Zoom, email or during office hours. During check-ins, ask questions such as, “How are you managing your workload this semester?” or “Are there any challenges I can help you address in this course?” while actively listening and offering tailored support based on student responses.
Your role as a mentor is crucial in fostering an open, collaborative environment. Being approachable and supportive can help students feel confident to share ideas, ask questions, and engage in meaningful dialogue. At the end of the thesis process, reflect with the student about successful steps along their journey, as well as areas for growth and improvement.
Mentoring undergraduate honours students through the thesis and research process requires a structured yet flexible approach. The mentor-student relationship should be rooted in collaboration and reflection, and the mentor should take the lead to foster a supportive environment that enhances the quality of thesis work and prepares students for future academic and professional success.
Jamie Gilbert Mikell is associate professor at Athens State University.
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