Abstract
The relationships between faculty and students in graduate school have been found to have a significant effect on most aspects of the doctoral experience. Yet we know little about the emotional landscape of these relationships and what makes them work. This study, which conducted qualitative interviews in one academic department, looks inside faculty-doctoral student relationships by examining the emotional competencies that both faculty and students display within them. Emotional competencies displayed by both students and faculty were influenced by the program structure and culture of the department, and facilitated positive student and faculty outcomes
Highlights
Involving undergraduates in genuine research experiences has tre‐ mendous positive impacts on their education and learning outcomes when done well (Linn, Palmer, Baranger, Gerard, & Stone, 2015; Lopatto, 2007)
As ecologists with positions at a number of different universities, we sought to identify and describe best practices for collaborating with undergraduates on research projects including recruitment, devel‐ opment of a research question, submission of a publication, and to highlight strategies for success that apply to a variety of situations
This paper sought to provide a working framework to guide academic mentors as they collaborate with undergraduates from developing a research question to submitting a publication
Summary
Involving undergraduates in genuine research experiences has tre‐ mendous positive impacts on their education and learning outcomes when done well (Linn, Palmer, Baranger, Gerard, & Stone, 2015; Lopatto, 2007). While graduate students have committed themselves full‐time to scientific research, undergraduates are likely still figur‐ ing out what career they want to pursue They may justifiably question whether research will help them in their long‐term goals. Involving undergraduates in a research program and guiding them through the scientific process from research question to publication submission often involves a complex path of obstacles and opportunities (Laursen et al, 2012). These bumps in the road might be novel for early career mentors, and this paper seeks to provide some guidance for research mentors interested in advising undergraduates through the entire research process. We describe strat‐ egies and advice on recruiting and retaining students for un‐ dergraduate research projects
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