Abstract
Undergraduate students not only have the rare opportunity to experience mentoring from both the perspective of the mentor as well as the mentee, but also have the rare opportunity to experience the impact of mentoring on their leader and leadership development (LD) from both mentor and mentee perspectives. While mentoring is considered one of the most potent tools for LD, having a mentor or being a mentor does not automatically stimulate effective LD. This article will highlight cornerstones of effective mentoring practice when undergraduates are mentees versus mentors and will also offer new frontiers in undergraduate student mentoring research.
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