Salient practices of award-winning undergraduate research mentors – balancing freedom and control to achieve excellence

References

• Barnett, Ronald. 2000. “Supercomplexity and the Curriculum.” Studies in Higher Education 25 (3): 255–265. doi:10.1080/713696156.
   Web of Science ®Google Scholar
• Bradley, Evan D., Michelle Bata, Heather M. Fitz Gibbon, Caroline J. Ketcham, Brittany A. Nicholson, and Meagen Pollock. 2017. “Structure of Mentoring in Undergraduate Research: Multi-Mentor Models.” Scholarship and Practice of Undergraduate Research 1 (2): 35–42.
   Google Scholar
• Brownell, Jayne E., and Lynne E. Swaner. 2010. Five High-Impact Practices: Research on Learning Outcomes, Completion, and Quality. Association of American Colleges and Universities. https://www.aacu.org/publications-research/publications/five-high-impact-practices-research-learning-outcomes-completion.
   Google Scholar
• Brush, Edward, Michelle Cox, Andrew Harris, and Lee Torda. 2010. “Undergraduate Research as Faculty Development.” CUR Quarterly 31 (1): 6.
   Google Scholar
• Carpi, Anthony, Darcy M. Ronan, Heather M. Falconer, and Nathan H. Lents. 2017. “Cultivating Minority Scientists: Undergraduate Research Increases Self-Efficacy and Career Ambitions for Underrepresented Students in STEM.” Journal of Research in Science Teaching 54 (2): 169–194. doi:10.1002/tea.21341.
   Web of Science ®Google Scholar
• Cook-Sather, Alison, and Zanny Alter. 2011. “What Is and What Can Be: How a Liminal Position Can Change Learning and Teaching in Higher Education: What Is and What Can Be.” Anthropology & Education Quarterly 42 (1): 37–53. doi:10.1111/j.1548-1492.2010.01109.x.
   Web of Science ®Google Scholar
• Corwin, Lisa A., Mark J. Graham, and Erin L. Dolan. 2015. “Modeling Course-Based Undergraduate Research Experiences: An Agenda for Future Research and Evaluation.” CBE—Life Sciences Education 14 (1): es1. doi:10.1187/cbe.14-10-0167.
   PubMed Web of Science ®Google Scholar
• Crawford, I., and Jenny Olin Shanahan. 2014. “Undergraduate Research in the Arts and Humanities: Challenges, Opportunities, and Rewards.” In How to Get Started in Arts and Humanities Research with Undergraduates, edited by I. Crawford, S. Orel, and Jenny Olin Shanahan, 1–11. Washington, DC: Council for Undergraduate Research.
   Google Scholar
• Dyer, Sarah, Helen Walkington, Rebecca Williams, Katherine Morton, and Stephanie Wyse. 2016. “Shifting Landscapes: From Coalface to Quick Sand? Teaching Geography, Earth and Environmental Sciences in Higher Education.” Area 48 (3): 308–316. doi:10.1111/area.12261.
   Web of Science ®Google Scholar
• Finley, Ashley, and Tia McNair. 2013. Assessing Underserved Students’ Engagement in High-Impact Practices. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• Fung, Dilly. 2017. Connected Curriculum for Higher Education. UCL Press. http://www.jstor.org/stable/j.ctt1qnw8nf.
   Google Scholar
• Galinsky, Adam D., Andrew R. Todd, Astrid C. Homan, Katherine W. Phillips, Evan P. Apfelbaum, Stacey J. Sasaki, Jennifer A. Richeson, Jennifer B. Olayon, and William W. Maddux. 2015. “Maximizing the Gains and Minimizing the Pains of Diversity: A Policy Perspective.” Perspectives on Psychological Science 10 (6): 742–748. doi:10.1177/1745691615598513.
   Web of Science ®Google Scholar
• Guest, Greg, Kathleen M. MacQueen, and E. Emily Namey. 2012. Applied Thematic Analysis. Thousand Oaks, CA: Sage.
   Google Scholar
• Hall, Eric E., Helen Walkington, Jenny O. Shanahan, Elizabeth Ackley, and Kearsley Stewart. 2017. “Mentor Perspectives on the Place of Undergraduate Research Mentoring in Academic Identity and Career Development: An Analysis of Award Winning Mentors.” International Journal for Academic Development 23 (1): 15–27. doi:10.1080/1360144X.2017.1412972.
   Web of Science ®Google Scholar
• Healey, Mick, Alan Jenkins, and John Lea. 2014. “Developing Research-Based Curricula in College-Based Higher Education,” 88.
   Google Scholar
• Hensel, Nancy H, and Brent D. Cejda. 2014. Tapping the Potential of All: Undergraduate Research at Community Colleges. Washington, DC: Council on Undergraduate Research.
   Google Scholar
• Jenkins, Alan, and Mick Healey. 2005. Institutional Strategies to Link Teaching and Research. York: Higher Education Academy.
   Google Scholar
• Johnson, Sarah Randall, and Frances King Stage. 2018. “Academic Engagement and Student Success: Do High-Impact Practices Mean Higher Graduation Rates?” The Journal of Higher Education 89 (5): 753–781. doi:10.1080/00221546.2018.1441107.
   Web of Science ®Google Scholar
• Ketcham, Caroline J., Eric E. Hall, Heather Fitz-Gibbons, and Helen Walkington. 2018. “Co-Mentoring in Undergraduate Research: A Faculty Development Perspective.” In Excellence in Mentoring Undergraduate Research, edited by Maureen Vandermaas-Peeler, Paul C. Miller, and Jessie Moore, 155–179. Washington, DC: Council for Undergraduate Research.
   Google Scholar
• Kilgo, Cindy A., Jessica K. Ezell Sheets, and Ernest T. Pascarella. 2015. “The Link between High-Impact Practices and Student Learning: Some Longitudinal Evidence.” Higher Education 69 (4): 509–525. doi:10.1007/s10734-014-9788-z.
   Web of Science ®Google Scholar
• Kuh, George D. 2008. High-Impact Educational Practices: What They Are, Who Has Access to Them, and Why They Matter. Washington, DC: Association of American Colleges and Universities. https://www.aacu.org/publications-research/publications/high-impact-educational-practices-what-they-are-who-has-access-0.
   Google Scholar
• Kuh, George D., and K. O’Donnell. 2013. Taking HIPs to the Next Level. Ensuring Quality and Taking High-Impact Practices to Scale. Washington, DC: Association of American Colleges and Universities.
   Google Scholar
• MacIntyre, Alasdair C. 2007. After Virtue: A Study in Moral Theory. 3rd ed. Notre Dame, IN: University of Notre Dame Press.
   Google Scholar
• Marin, Patricia. 2000. “The Educational Possibility of Multi-Racial/Multi-Ethnic College Classrooms.” In Does Diversity Make a Difference? Three Research Studies on Diversity in College Classrooms, 61–83. Washington, DC: American Council on Education and American Association of University Professors.
   Google Scholar
• Osborn, J. M., and Kerry K. Karukstis. 2009. “The Benefits of Undergraduate Research, Scholarship, and Creative Activity.” In Broadening Participation in Undergraduate Research: Fostering Excellence and Enhancing the Impact, edited by M. Boyd, and J. Wesemann, 41–53. Washington, DC: Council on Undergraduate Research.
   Google Scholar
• Pita, Mario, Christopher Ramirez, Nathanaelle Joacin, Sarah Prentice, and Christy Clarke. 2013. “Five Effective Strategies for Mentoring Undergraduates: Students’ Perspectives.” CUR Quarterly 33 (3): 11–14.
   Google Scholar
• Shanahan, Jenny Olin, Elizabeth Ackley-Holbrook, Eric Hall, Kearsley Stewart, and Helen Walkington. 2015. “Ten Salient Practices of Undergraduate Research Mentors: A Review of the Literature.” Mentoring & Tutoring: Partnership in Learning 23 (5): 359–376. doi:10.1080/13611267.2015.1126162.
   Web of Science ®Google Scholar
• Shanahan, Jenny Olin, Helen Walkington, Elizabeth Ackley, Eric E. Hall, and Kearsley A. Stewart. 2017. “Award-Winning Mentors See Democratization as the Future of Undergraduate Research.” Council on Undergraduate Research Quarterly 37 (4): 4–11. doi:10.18833/curq/37/4/14.
   Google Scholar
• Shellito, Cindy, Kalyn Shea, Gary Weissmann, Anke Mueller-Solger, and William Davis. 2001. “Successful Mentoring of Undergraduate Researchers: Tips for Creating Positive Student Research Experiences.” Journal of College Science Teaching 30 (7): 460–464.
   Google Scholar
• Shore, Cecilia. 2005. “Toward Recognizing High-Quality Faculty Mentoring of Undergraduate Scholars.” Journal of Excellence in College Teaching 16 (2): 111–136.
   Google Scholar
• Tatlow, Pam. 2015. “Participation of BME Students in UK Higher Education.” In Aiming Higher: Race, Inequality and Diversity in the Academy, edited by Claire Alexander, and Jason Arday, 10–12. London: Runnymede.
   Google Scholar
• Thiry, Heather, and Sandra L. Laursen. 2011. “The Role of Student-Advisor Interactions in Apprenticing Undergraduate Researchers Into a Scientific Community of Practice.” Journal of Science Education and Technology 20 (6): 771–784. doi:10.1007/s10956-010-9271-2.
   Web of Science ®Google Scholar
• Walkington, Helen, Eric E. Hall, Jenny O. Shanahan, Elizabeth Ackley, and Kearsley Stewart. 2018. “Striving for Excellence in Undergraduate Research Mentoring: The Challenges and Approaches to ten Salient Practices.” In Excellence in Mentoring Undergraduate Research, edited by M. Vandermaas Peeler, P. Miller, and J. Moore, 105–129. Washington, DC: Council on Undergraduate Research.
   Google Scholar
• Walkington, Helen, Jennifer Hill, and Pauline E. Kneale. 2017. “Reciprocal Elucidation: A Student-Led Pedagogy in Multidisciplinary Undergraduate Research Conferences.” Higher Education Research & Development 36 (2): 416–429. doi:10.1080/07294360.2016.1208155.
   Web of Science ®Google Scholar
• Winch, Peter. 1990. The Idea of Social Science and its Relation to Philosophy. 2nd ed. London: Routledge.
   Google Scholar