Entry Points When Undergraduate Research Mentors Reflect on Their Role: A Qualitative Case Study

Autor/inn/en	Wallin, Patric; Adawi, Tom
Titel	Entry Points When Undergraduate Research Mentors Reflect on Their Role: A Qualitative Case Study
Quelle	In: International Journal for Academic Development, 23 (2018) 1, S.41-51 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wallin, Patric) ORCID (Adawi, Tom)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-144X
DOI	10.1080/1360144X.2017.1414053
Schlagwörter	Undergraduate Students; Student Research; Mentors; Reflection; Qualitative Research; Case Studies; Foreign Countries; Interviews; Partnerships in Education; Sweden + Suchen Sie Ihr Suchwort? Studentenforschung; Qualitative Forschung; Case study; Fallstudie; Case Study; Ausland; Interviewing; Interviewtechnik; Hochschulpartnerschaft; Schweden
Abstract	Graduate students and postdoctoral researchers are increasingly taking on mentoring roles in undergraduate research (UR). There is, however, a paucity of research focusing on how they conceptualize their mentoring role. In this qualitative interview study, we identified three entry points that mentors reflect on to define their role: (1) What are the goals of UR? (2) What do the students expect from me? and (3) How should I use my expert knowledge? We discuss how academic developers can use these entry points together with a set of reflective lenses to stimulate critical reflection on the mentoring role and help the mentors to define their role and help the mentors to define their role. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01