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Research Mentor Training
February 21 @ 1:00 pm - 2:30 pm CST
Work with a community of peers and facilitators to develop and improve your research mentoring skills in this engaging seminar. Students will develop their personal mentoring philosophy, learn how to articulate that philosophy across a variety of disciplines, and refine strategies for dealing with mentoring challenges.
The content of each session in this seminar is designed to address the key concerns and challenges identified by experienced research mentors. In addition to the general content about research mentoring, all of the case studies and some of the discussion questions draw specific attention to issues related to multidisciplinary research mentoring.
This course is built on the evidenced-based Entering Mentoring curriculum course that is offered by the Center for the Improvement of Mentored Experiences in Research (CIMER). For more information on CIMER, the research base of mentorship, or to request a CIMER training for your institution, visit https://cimerproject.org/.
Jennifer Aumiller, University of Maryland, Baltimore
Brian Rybarczyk, University of North Carolina at Chapel Hill
This intensive 5-week seminar meets online on Wednesdays from February 21 to March 20 at 3-4:30PM Atlantic / 2-3:30PM Eastern / 1-2:30PM Central / 12-1:30PM Mountain / 11AM-12:30PM Pacific.
Instructors anticipate students will need to spend 1.5-2 hours per week on work outside of class sessions. Homework typically involves reading, reflection, and some writing.
This seminar is designed first and foremost for graduate students and postdoctoral researchers in STEM/SBE disciplines, but generally relevant to anyone interested in learning how to support undergraduate mentees.
Registration and Enrollment
** 1/19 Update: This course is at capacity and registration is closed.**
This short course has a cap of 20 students. Registration is open from Monday, January 8, until capacity is reached or until Wednesday, February 14, whichever comes first. Registration will be processed on a first-come, first-served basis and registrants from CIRTL member institutions or alumni of CIRTL member institutions will receive priority. Once registration closes, all registrants will be notified of their enrollment status.
If you have access needs, please let us know what they are. Contact Kate Diamond (firstname.lastname@example.org), who is supporting this course, to let us know how we can help you have a successful experience. In addition to meeting individualized needs, we will also take measures throughout the course to support accessibility for all our students:
- Using alt-text on images in reading materials
- Sending weekly reminders with upcoming assignments to all students
- Sending weekly reminders with missing assignments to students who have late work
- Sharing materials for synchronous sessions with students via Moodle (slides, breakout group activity instructions, etc.)
- Enabling live captioning in synchronous sessions
- Incorporating multiple modes of interaction into synchronous sessions
- Sharing recordings from synchronous sessions
- Allowing students to make up absences and submit work late with no penalty
Associate: Learning Community
- Describe and recognize the value of learning communities, and how they impact student learning.
- Describe several techniques and issues of establishing LCs comprising a diverse group of learners.
- Recognize the value of and participate in local professionally-focused learning communities associated with teaching and learning.
- Describe the impact of diversity on student learning, in particular how diversity can enhance learning, and how inequities can negatively impact learning if not addressed.
- Describe how an instructor’s beliefs and biases can influence student learning.