Mentoring as value added

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Science  16 Sep 2016:
Vol. 353, Issue 6305, pp. 1246-1247
DOI: 10.1126/science.353.6305.1246-d

The benefits of faculty-mentored undergraduate research experiences are well known. Interinstitutional research training programs ensure that these opportunities are available to all science, technology, engineering, and math students, but how do you convince faculty to mentor undergraduates from other institutions? Morales et al. surveyed faculty members at 13 U.S. institutions to identify factors leading to their willingness to mentor undergraduate students from other universities and the incentives that they value most in return. Increasing diversity was the main motivation for faculty participation, although incentives varied based on faculty career stage and funding status. Overall, results suggest that promoting faculty awareness of the positive impacts of mentoring students from underrepresented backgrounds and/or underresourced institutions, especially in terms of increasing diversity, would increase faculty engagement.

CBE Life Sci. Educ. 10.1187/cbe.16-01-0039 (2016).

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