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[object Object],[object Object],[object Object],Transforming Students with Research Mentoring
Rationale for Research Mentoring ,[object Object],[object Object]
Rationale for Research Mentoring ,[object Object],[object Object]
Rationale for Research Mentoring ,[object Object],[object Object],[object Object],[object Object]
 
Faculty and Student Team (FaST)  Program
FaST  (Faculty and Student Teams) ,[object Object],[object Object],[object Object]
SULI  (Science Undergraduate Laboratory Internship) ,[object Object]
BLUFF  (Berkeley Lab Undergraduate Faculty Fellowship) ,[object Object]
 
Mentored Student Female Role Models
 
 
 
 
Research Mentoring Partners
ASSESSMENT RESULTS-MENTORING Ability to Work Through Obstacles (n=19)
ASSESSMENT RESULTS-MENTORING Self Confidence
ASSESSMENT RESULTS-MENTORING Time Management
ASSESSMENT RESULTS-MENTORING Team  Work
ASSESSMENT RESULTS-MENTORING Critical Thinking Skills
ASSESSMENT RESULTS-MENTORING Self Awareness
ASSESSMENT RESULTS-MENTORING Working Under Time Pressures
ASSESSMENT RESULTS-MENTORING Take Risks
ASSESSMENT RESULTS-MENTORING Interacting Effectively
ASSESSMENT RESULTS-MENTORING Postgraduate Education
CONCLUSIONS • •  Research mentoring clearly provides many educational benefits as well as  life skills  to students.  •  Implementing an undergraduate research program is a significant strategy for improving undergraduate science education. •  Research mentoring programs should provide a competency- based evaluation of the students’ skill sets. •  Skills gained from mentoring programs allow students to compete more effectively in the workforce.
 
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