Unlocking potential: mentorship training perspectives from undergraduate peer mentors in course-based undergraduate research experiences.

Abstract

Course-based undergraduate research experiences (CUREs) are high-impact educational practices designed to engage students in authentic research while fostering the development of critical skills for persistence in science, technology, engineering, and mathematics (STEM). A key, yet underappreciated, component of successful CUREs is the role of undergraduate teaching assistants (UTAs). Despite their significance, there is a notable gap in training and professional development opportunities tailored to these undergraduates, potentially undermining the effectiveness and inclusivity of CUREs. This paper highlights the essential contributions of UTAs in CUREs. Specifically, this paper explores the specialized role of undergraduate peer mentors (UGPM, type of UTA) in a three-semester CURE program at Binghamton University and examines their experiences through four unique student perspectives. These accounts highlight the benefits and impacts of the UGPM role in CUREs and emphasize the need for both formal and informal training approaches to equip UGPMs with technical and interpersonal skills necessary for mentoring and teaching in CUREs. By drawing on UGPM perspectives, we identify some best practices for their professional development and advocate for more structured approaches to UTA or UGPM training. These recommendations aim to ensure that UTAs and UGPMs not only thrive as mentors but also enhance the learning outcomes and research experiences of their peers in CUREs.