Source: Transformative Dialogues: Teaching & Learning Journal, 9(1).
Author(s): Vandermaas-Peeler, M.
Working closely with a faculty mentor is a defining characteristic of a high-quality undergraduate research (UR) experience, and mentoring UR has become a desirable pedagogical practice across undergraduate disciplines. By participating in mentored UR, students are gradually introduced to research practices through the guidance and expertise of their mentors and progress from being newcomers in the community to developing professional identities and gaining confidence in their membership within a larger community of practice (CoP). Faculty mentors also derive benefits from engaging in mentoring as a pedagogical practice, though most empirical research has focused on student gains. In this literature review, the potential benefits and challenges to participation in a CoP are explored from student and faculty perspectives, as well as the broader institutional context.
Vandermaas-Peeler, M. (2016). Mentoring Undergraduate Research: Student and Faculty Participation in Communities of Practice. Transformative Dialogues: Teaching & Learning Journal, 9(1).