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Table of Contents
Intro
Preface
Contents
Acronyms
List of Boxes and Vignettes
Part I Preparing to (be a) Mentor
1 Understanding Mentorship
1.1 Mentors and Mentorship Defined
1.1.1 The Essence of Mentors and Mentorship in Undergraduate Research
1.1.2 Mentorship is Not Supervising or Advising
1.2 Why Mentor?
1.3 Group Mentorship: Because You Shouldn't Have to Mentor Alone
1.4 Becoming a Mentor
1.5 From Mentors to Program Directors: Becoming a Mentor of Mentors
1.6 Take-Home Messages
References
2 Funding Undergraduate Research
2.1 Which Comes First: Defining the Research, Identifying a Student, or Finding the Funding?
2.2 The Costs of Undergraduate Research
2.2.1 Stipend or Salary, Credit or Volunteer?
2.2.2 Subsistence Costs
2.2.3 Travel Costs
2.2.4 Other Direct Costs
2.2.5 Administrative and Other Hidden Costs
2.3 Defining Mentored Research Projects ...
2.3.1 From First-Time Researchers to Self-Aware and Independent Mentees
2.3.2 Can You Afford Independent Students?
2.4 Finding Funding for Mentored Student-Research Projects
2.4.1 Finding Funding for Mentor-Defined Projects
2.4.2 Finding Funding for Independent Mentees
2.5 From Mentors to Program Directors: Funding a Whole Program
2.5.1 It Really Does Take a Village
2.5.2 Supporting the Village
2.5.3 Ensuring Equity
2.6 Take-Home Messages
References
3 Recruiting and Selecting Students
3.1 Setting Priorities
3.2 Recruitment
3.2.1 Why Not Hand-Pick a Rock Star?
3.2.2 The Value of a Formal Recruitment Process
3.2.3 The Elements of a Formal Recruitment Process
3.3 Reviewing Applications
3.4 Interviewing Applicants
3.4.1 Set the Tone
3.4.2 Platform and Setting
3.4.3 Consistency in Questions
3.4.4 Wrapping up the Interview
3.5 Selecting and Hiring Students
3.6 From Mentors to Program Directors: Recruiting New Mentors
3.6.1 Research Mentors
3.6.2 Trainers and Facilitators
3.6.3 Support Staff to Support Diverse Students
3.6.4 Ensuring Equity
3.7 Take-Home Messages
References
Part II Mentoring Student Researchers
4 Building a Research Community
4.1 STEMM Communities
4.2 Building a Collaborative Research Team
4.2.1 Roles in a Professional Community are Not Static
4.2.2 Bringing New People into Your Research Team
4.2.3 The Importance of Formal and Informal Communication
4.3 From Mentors to Program Directors: Developing Communities of Researchers
4.4 Take-Home Messages
References
5 Doing Research with Undergraduates
5.1 Setting Expectations
5.1.1 The Research Comes First, But it is First Among Equals
5.1.2 The Importance of Communication
5.2 Empowering Your Students
5.2.1 Ceding Some Intellectual Ownership
5.2.2 The Importance of Regular Feedback
5.3 Future Research with and by Your Mentees
Preface
Contents
Acronyms
List of Boxes and Vignettes
Part I Preparing to (be a) Mentor
1 Understanding Mentorship
1.1 Mentors and Mentorship Defined
1.1.1 The Essence of Mentors and Mentorship in Undergraduate Research
1.1.2 Mentorship is Not Supervising or Advising
1.2 Why Mentor?
1.3 Group Mentorship: Because You Shouldn't Have to Mentor Alone
1.4 Becoming a Mentor
1.5 From Mentors to Program Directors: Becoming a Mentor of Mentors
1.6 Take-Home Messages
References
2 Funding Undergraduate Research
2.1 Which Comes First: Defining the Research, Identifying a Student, or Finding the Funding?
2.2 The Costs of Undergraduate Research
2.2.1 Stipend or Salary, Credit or Volunteer?
2.2.2 Subsistence Costs
2.2.3 Travel Costs
2.2.4 Other Direct Costs
2.2.5 Administrative and Other Hidden Costs
2.3 Defining Mentored Research Projects ...
2.3.1 From First-Time Researchers to Self-Aware and Independent Mentees
2.3.2 Can You Afford Independent Students?
2.4 Finding Funding for Mentored Student-Research Projects
2.4.1 Finding Funding for Mentor-Defined Projects
2.4.2 Finding Funding for Independent Mentees
2.5 From Mentors to Program Directors: Funding a Whole Program
2.5.1 It Really Does Take a Village
2.5.2 Supporting the Village
2.5.3 Ensuring Equity
2.6 Take-Home Messages
References
3 Recruiting and Selecting Students
3.1 Setting Priorities
3.2 Recruitment
3.2.1 Why Not Hand-Pick a Rock Star?
3.2.2 The Value of a Formal Recruitment Process
3.2.3 The Elements of a Formal Recruitment Process
3.3 Reviewing Applications
3.4 Interviewing Applicants
3.4.1 Set the Tone
3.4.2 Platform and Setting
3.4.3 Consistency in Questions
3.4.4 Wrapping up the Interview
3.5 Selecting and Hiring Students
3.6 From Mentors to Program Directors: Recruiting New Mentors
3.6.1 Research Mentors
3.6.2 Trainers and Facilitators
3.6.3 Support Staff to Support Diverse Students
3.6.4 Ensuring Equity
3.7 Take-Home Messages
References
Part II Mentoring Student Researchers
4 Building a Research Community
4.1 STEMM Communities
4.2 Building a Collaborative Research Team
4.2.1 Roles in a Professional Community are Not Static
4.2.2 Bringing New People into Your Research Team
4.2.3 The Importance of Formal and Informal Communication
4.3 From Mentors to Program Directors: Developing Communities of Researchers
4.4 Take-Home Messages
References
5 Doing Research with Undergraduates
5.1 Setting Expectations
5.1.1 The Research Comes First, But it is First Among Equals
5.1.2 The Importance of Communication
5.2 Empowering Your Students
5.2.1 Ceding Some Intellectual Ownership
5.2.2 The Importance of Regular Feedback
5.3 Future Research with and by Your Mentees