PEER-MENTORING AS AN INTRODUCTION TO UPPER-LEVEL INDEPENDENT RESEARCH: EARLY UNDERGRADUATE RESEARCH EXPERIENCES WITHIN A TEAM OF UNDERGRADUATE RESEARCHERS

Early undergraduate research is an effective way to introduce students to the world of research, including the skills and tools, and the nature of being a ‘scientist.' Students entering research have the desire to investigate as a scientist, but often, and likely by limits of experience, do not understand the methods of beginning the research or performing the work, or the pitfalls and failures, and how to avoid or cope with them. Students in class learn about the results of research only, so naivety is expected. Therefore, when a student decides to take the opportunity to engage in undergraduate research, particularly when the student is within the first two college years, one can imagine that even with sage support of a faculty mentor, the transition between science student to scientist is a long and potentially precarious traverse. Further, at undergraduate institutions there is little or no opportunity for undergraduates to interact with graduate students as a means of example or by research “assistantship.”

To lessen the distance between early undergraduate student and upper-level scientist, I have instituted a self-sustaining group of undergraduate researchers in my laboratory in the model of groups found at research institutions. Undergraduates in the group represent each stage of undergraduate career. The researchers are performing independent research, but with similar tools and skill sets so that members learn from each other as much as they learn from me as project supervisor. The group membership varies by semester (4 to 8) as members graduate or move on. Typically, the seniors have done some research as juniors and/or as early researchers. The senior undergraduates assist me as peer mentors and as lab managers keeping the lab running. Juniors were typically early researchers as well, and will take over as lab managers in due time. In effect, juniors are ‘second in command' to the seniors. In short, early researchers learn from the upperclassmen. The dynamic of upperclassmen mentoring the group has been a very successful. Further benefits include students acting as recruiters by example; fellow undergraduates wish to become part of the group, and I am fortunate to have more student inquiries than I can handle easily. Results speak for themselves as graduating seniors go on to successful graduate and professional careers.