Toward Recognizing High-Quality Faculty Mentoring of Undergraduate Scholars
Abstract
The purpose of this article is, first, to show that mentored scholarship can be of vital importance in students' college experiences. Second, although the skills involved in mentoring student scholarship overlap to some extent with classroom teaching, there are unique aspects that are not well addressed in the literature on faculty preparation or evaluation. The third purpose is to review the basic issues in teaching evaluation as they apply to the mentoring of scholarship. Finally, the author provides recommendations for designing student surveys and teaching portfolios.
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