The Benefits of Student-to-Student Mentoring

There is mounting evidence that undergraduate students can benefit greatly from being mentored by graduate students, in terms of skill acquisition and academic performance. Often mentors can enrich and integrate the skills learned in undergraduate research programs and fill in the knowledge gaps left by coursework.

“To me, a mentorship relationship is successful if the mentee walks away with an enhanced skill set and a clearer idea of what they want to do next,” explains Kathryn Kroeper, a graduate student at Indiana University with extensive experience mentoring undergraduate students. Kroeper emphasizes that the purpose of mentoring students is to prepare them for the next steps in their career, meeting the students’ particular needs to help them achieve their goals. 

One area of difficulty for many mentors is providing constructive and critical feedback, yet doing so in a way that nurtures the students’ interests. 

“It’s tough to balance being kind with being clear, says Kroeper. “I don’t shy away from telling students how I think things could be better. Just as important though, I take the time to comment on things I like or specific places where I notice growth in their work.” 

One of Kroeper’s former mentees, Jessica Carter, agrees that critical feedback is most encouraging when it focuses on growth, “Even when I turned in something to Katie for feedback and she returned it with a sea of red, I still felt like I was capable and that the corrections were a growing process, rather than just mistakes.” 

One aspect of the mentoring relationship that is emphasized by mentors and mentees alike is the importance of a mentor’s vulnerability and willingness to share their own mistakes as a researcher. 

“I’ll share my tips and tricks. I’ll share my mistakes. I’ll share how sometimes – oftentimes – I also feel crappy and overwhelmed. But if they’re willing to put in the effort, I’m happy to struggle through the challenges and setbacks with them,” says Kroeper. Elise Ozier, also a graduate student at Indiana University, adds “I want my mentees to see me as someone that they can talk to when things are challenging--not only when they are going exactly as planned.” 

This degree of vulnerability and openness is useful for the mentees as well. 

Ariana Hernandez, an undergraduate student at San Diego State University, worked with Garam Lee, now a research specialist at the University of Virginia. Hernandez found that being comfortable enough with her mentor to turn to her for guidance was critical. 

“I think this was the most successful mentoring relationship I have received,” says Hernandez of Lee, “because of the comfort and assurance she gave me, especially as a first-generation student, that I am capable of going to graduate school and pursuing things that I never thought I could do.”

Lee agrees that creating a supportive environment for her mentees is important. “The more I learn about the research process and the life of a researcher, the more I see the importance of social support. I believe this will help them not only become a better scholar but also a better person.”

Mentorship can be especially beneficial to first-generation students, as it can help them develop important skills and increase the likelihood of pursuing a graduate school education. 

“I grew up in a low-income neighborhood where people weren't expected or even encouraged to pursue higher education”, says Hernandez. “Having a mentor in graduate school who wanted to have a career in research gave me the social capital and resources that I needed to believe that it was a possibility for me as well."

Carter agrees that an honest and supportive mentor is essential to the experience. “Mentorship helped me find my passion for research, and allowed me to gain critical skills to pursue that passion further!”