Learning Objectives for Undergraduate Researchers

• Articulate a clear objective and/or research question for the project. Identify and demonstrate appropriate methodologies and know when to use them, including practicing scholarly ethics and responsible conduct.
• Know the existing body of relevant research, literature, artwork, etc. to their topic and explain how their project fits.
• Know and apply problem solving skills to constructively address any challenges or setbacks. • Work both autonomously and collaboratively with other researchers in an effective manner, using listening and communication skills.
• Reflect on your research or creative work, identifying lessons learned, strengths, and ways to improve. Work to synthesize your research, creative, academic, and/or professional interests and goals.
• Explain your work to others in the field and to broader audiences (informally and formally), articulating its relevance to your studies and/or professional future.

Effective Practices for Undergraduate Researchers

• Approach the project as a learning experience, setting a goal of not only learning content, but also developing skills you can apply in the future. Take ownership of learning those skills. • Communicate with your mentor about your expectations. Listen to their own expectations and goals for you (including work habits and time commitment).
• Where appropriate, ask your mentor questions and discuss your work to keep them in the loop and cultivate your academic communication skills. Think about connections between your research/creative work and courses.
• Even if you are working as part of a team or assisting your mentor, work with your mentor to carve out a niche over which you have responsibility and take intellectual ownership. Make sure that you produce work that is beneficial to your collaborators and mentor as well.
• Find opportunities to present your work and to deliver effective presentations. Take advantage of OUR workshops and courses for these and other skills.
• Build a professional network— your mentor, their colleagues, other working professionals, and students, etc. Meet with other undergraduate researchers to discuss effective practices, build a community of like-minded people, and share experiences of what it is like to be an undergraduate researcher at the University of Iowa.

Effective Practices for Research Faculty/Staff Mentors

• Approach mentoring in part like teaching, training students in the skills they need to succeed in their work. Provide regular, constructive feedback, and expect regular communication from your undergraduate researcher.
• Set clear expectations for the student’s role (work habits, time commitment, etc.), and your goals for them as a researcher. Listen to their own expectations and goals and formalize your working relationship through a learning agreement/research contract.
• Even if students are working as part of a collaborative team or assisting you with your project, work with your student to carve out a niche over which they have responsibility and can take intellectual ownership.
• Let your undergraduate researcher know about opportunities to present their work and help them deliver effective research presentations to audiences inside and outside of their discipline.
• Assist your undergraduate researcher in building a professional network—introduce them to colleagues, other working professionals, and graduate students who may serve as additional mentors, consider taking them to professional development events.
• Discuss graduate/professional school and career options with your undergraduate researcher where appropriate, offer useful advice about their professional career.

Adapted from: www.luc.edu/lurop/formentors/formentorsandresearchers/ Green, P. & Kaufman, K. (Undergraduate Research Program Manager). Center for Experiential Learning, Loyola University Chicago.