Why Work with Undergraduate Researchers? Differences in Research Advisors’ Motivations and Outcomes by Career Stage

Abstract

In interviews, many undergraduate research advisors stated intrinsic motivations, but some early-career advisors expressed only instrumental motivations. This study explores what this means for how advisors work with undergraduate researchers and the implications for training and retaining advisors who can provide high-quality research experiences.

The Benefits of a Near-Peer Mentoring Experience on STEM Persistence in Education and Careers: A 2004-2015 Study

“…But beyond these instrumental benefits, mentors consistently found their ability to teach science increase, their communication skills improve, and their understanding of scientific concepts sharpen. They also found emotional benefits from the friendships they developed and the interactions they had within the laboratory (Hayward et al, 2017). Many, if not all, of the benefits described in the studies cited will be seen in reports of mentor benefits received by the NPMs as they made decisions concerning their careers.…”

“…A study that included analysis of both the students' experiences and the advisors' view of the URE was conducted by Hayward et al (2017) at a large research university. As was true of a similar study (Dolan and Johnson, 2009), the research advisors, who were primarily graduate students and post-doctoral researchers, all reported increased productivity in their laboratories because of the presence of the undergraduate researchers.…”

“…The benefits of being a mentor are consistent, regardless of the age or experience level of the mentor. Mentors directly responsible for scientific research found undergraduate mentees to be helpful, if not essential, for increased productivity and creative insights into the laboratory work (Hayward et al, 2017;Reid et al, 2016). Across all the studies, mentors found mentoring beneficial for their careers, as is true for mentoring generally (Allen, 2007).…”

“…The necessity of undergraduate research experiences (UREs) for students in science, technology, engineering and mathematics (STEM), and science education, is well-established in the literature (Dolan and Johnson, 2009;Hayward et al, 2017;Hamos et al, 2009;National Academies of Sciences, Engineering, and Medicine, 2017). Although there are variations on traditional dyadic mentoring, in the typical STEM-URE, the student is considered an apprentice with few opportunities to share knowledge.…”

Students as ecologists: Strategies for successful mentorship of undergraduate researchers

“…Research experiences can empower students to conduct independent investigations and exercise critical thinking skills while providing opportunities for building diversity and inclusion in the sciences (Davidson & Lyons, ; Haeger, Fresquez, & Marsteller, ; Parker, ). Mentoring undergraduates through research and publication comes with its own set of challenges (Lunsford et al, ) but can have many positive effects on faculty mentors (Adedokun, Dyehouse, Bessenbacher, & Burgess, ; Burks & Chumchal, ; Hall, Walkington, Shanahan, Ackley, & Stewart, ; Hayward, Laursen, & Thiry, ; Laursen, Seymour, & Hunter, ) and can significantly impact scientific progress across disciplines (Rovnyak & Shields, ). Particularly for ecologists, collaborating with undergraduates on research should feel natural, as collaborative research occurs frequently across the discipline (Gorham, ; Leimu & Koricheva, ).…”