6.4 The Metamorphosis of Undergraduate Research

Things change; it is a fact of life. Successful navigation of a single event, let alone years of events, takes energy, intentionality, and time. Mentors can play an important part in supporting their mentees during the metamorphosis of undergraduate research by adopting some of the strategies suggested above, as well as by role-modelling contemplative, health-positive, and realistic approaches to coming transitions.

Let us continue to explore how to help mentees during such a time by revisiting the former case study as the experience progresses.  Think about the lessons learned concerning re-pivoting or recalibration that ensued from pandemic mentoring.

Case Study: Communication by Redesign

Professor Dan decides to use many online technology tools at his disposal to get the research project on track for his mentees. There is a redesign in how to manage the project and set expectations on-the-fly. Professor Dan first individually calls his mentees, Adam, Bilal, and Ali to see how each is doing. He then sets up a phone conference call for the group, and makes a mutually-convenient plan for the group that benefits optimal communication. He individually walks the mentees through the workings of Zoom, and then sets up weekly Zoom meetings for the group. Professor Dan explains the benefits of enhancing engagement while turning cameras and microphones on for meetings and helps his mentees balance these benefits with individual privacy needs. Using virtual platforms, Professor Dan decides to share out assets from various sources—lectures he offers graduate students at other institutions, virtual whiteboards which he uses primarily in his own research investigations and other instructional workshop experiences, and a college-wide technology platform which he helped to develop, design, and launch many years prior.

With these tools, Professor Dan’s mentees begin to collect and gather information of their own experiences, which they can later use as source material in their research deliverables. Adam, Bilal, and Ali’s assignments, such as an online search of design programs and computer science programs, are reviewed and assessed via Zoom sharing both as individuals and as a group. Professor Dan uses search engines to guide and share results pages and website results. The mentees gain access to search analytics data, so that challenging questions and a review of the web analytics reports may be instantaneously accomplished.

Reflection: How could Professor Dan communicate clear expectations for his mentees under the rapidly changing circumstances?  What are some ways in which mentors and mentees can communicate when meeting in person is not feasible? How often can students expect to hear from you as the mentor?