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ASEE-SE 2007Lousville, Kentucky
Graduate Student Mentors in REU Sites
Cesar D. GuerreroMiguel A. Labrador
Rafael PerezDepartment of Computer Science and Engineering
University of South FloridaTampa, FL 33620
{guerrerc, labrador, perez}@cse.usf.edu
ASEE-SE 20072
REU: participants and expectations Motivation Graduate Mentor Profile Graduate Mentor Duties Graduate Mentor Experience REU Student Experience Faculty Mentor’s point of view Conclusions
Outline
ASEE-SE 20073
REU: Participants and expectations
Student
REU Site
Faculty Mentor
Graduate Mentor
.. to increase enrollment in
graduate programs
.. to be well mentored and
enjoy the research work
.. to commit a fair amount of time to mentor the REU student
.. to foster research
ASEE-SE 20074
REU demands significant amount of time before, during and after the program.
Faculty Mentors experience difficulties in committing enough time to the REU program
By mentoring undergraduates, graduate students can enhance their research projects
Developing mentoring skills is a key factor for those graduate students having academic careers in mind.
REU students may consider the Graduate Student as a more approachable mentor.
Motivation
ASEE-SE 20075
Research experience (PhD candidates are a plus) Supported by the research project that the
undergraduate will be working on. Highly motivated Committed to the goals of the REU program. Able to guide and following guidelines Good communication skills.
Graduate Mentor Profile
ASEE-SE 20076
Participate in the research project definition and planning.
Send preliminary information to the students for them to be well prepared.
Verify that all the resources needed for the student are available and functional.
Graduate Mentor DutiesPreparation
GMs are given a presentation about the program including its goals, activities, schedule, and project deliverables.
ASEE-SE 20077
Project kick-off presentation. Progress control according to the research plan Deliverables review Logistic support Social and academic interaction
Graduate Mentor DutiesDuring the program
ASEE-SE 20078
Perform new experiments and/or analysis. Publish the results of the research project.
Graduate Mentor DutiesAfter the program
ASEE-SE 20079
IntroductionREU students and mentors (2005-2006)
Role 2005 2006 Total
REU students 12 14 26 100 %
Faculty mentors 7 8 15 57 %
REU student mentored by a GM 3 10 13 50 %
Graduate Mentors 3 8 11
72 %25 %
ASEE-SE 200710
Graduate Mentor Experience
Helps to develop mentoring skills
Fosters Graduate Mentor research work
Releases of time consuming research tasks.
Contributes to a future publication.
Demands a significant amount of time
Bad prepared REU students may imply additional work and lack of motivation and engagement
ASEE-SE 200711
REU Student Experience (2006)
Question Yes Not Unsure
Do you consider that your graduate student mentor has the required technical background to mentor you?
89 % 11 % 0 %
Are the explanations and directions received from the graduate student mentor clear and easy to understand?
78 % 11 % 11 %
Does the information received from your graduate student mentor help you to perform your work independently?
67 % 22 % 11 %
Does the information received from your graduate student mentor help you to make progress in your research project?
78 % 22 % 0 %
Has the interaction with your graduate student mentor been helpful for you to decide whether or not to enroll in a graduate school?
33 % 11 % 56 %
ASEE-SE 200712
REU students greatly benefit from the research experience of Ph.D. candidates
A key success factor is that the graduate student has to mentor in REU projects directly related to their own research.
Mentoring experience provides valuable skills to any graduate student who wants to be in academia
Faculty Mentor’s point of view
ASEE-SE 200713
Involving graduate students in the mentoring process of REU student is highly beneficial for each participant in the REU program.
How helpful the experience for the graduate student mentor depends on how motivated, engaged, and well prepared the REU student is for the project.
It is recommended to give the GMs a formal workshop with information on how to help the students learn to work independently and how to interest the students in pursuing a graduate education.
Conclusions
ASEE-SE 200714
Thanks!
Questions?