Understanding Interventions Journal
Biomedical research -- Study and teaching (Higher), Nontraditional college students -- Services for -- Oregon -- Portland, Transfer students
Models of persistence and success in undergraduate research training emphasize the importance of engagement and integration across social, educational, research, and career settings. Students are likely to benefit from multiple sources of mentoring to meet their multidimensional needs for support across these domains. As part of a comprehensive training initiative for traditionally underrepresented students aspiring to careers in biomedical research, BUILD EXITO implemented a multiple mentoring model matching each undergraduate scholar with a research mentor, a faculty mentor, and a peer mentor. By design, each mentor has a different functional role. This study investigates whether the nature of support scholars actually receive differs by type of mentor. The data are activity records (n=11,756) generated from monthly logs on which scholars (n=223) indicated the form of support received from each mentor by selecting from several items (e.g. personal support, making connections, career advising). Analyses with repeated- measures ANOVA indicate that peer mentors are more likely to address scholars’ personal lives, academic skills, and connections to campus programs and services. Career mentors focus on advising related to academics, academic progress, and careers. Research mentors, although also providing career advising and addressing personal life, primarily engage scholars in research-related training activities. The findings confirm that each type of mentor provides a distinctive pattern of support for undergraduate scholars, suggesting that students in comprehensive programs emphasizing academic success, research training, and career development may benefit from multiple sources of mentoring.
Locate the Document
Keller, T. E., & Lindwall, J. (2020). Investigating a Multiple Mentor Model in Research Training for Undergraduates Traditionally Underrepresented in Biomedical Sciences. Understanding Interventions, 11(1: The Use and Impact of NIH-fueled Resources for Mentoring—Reports from the Field), 12476.