Prioritizing Expectations Through Professional Development on Mentorship for Physics Undergraduate Research

Research Experiences for Undergraduates (REU) programs in Science, Technology, Engineering, and Mathematics (STEM) aim to improve students' research skills, disciplinary knowledge, and career confidence. However, faculty mentors often lack formal training in effective mentoring practices. This study investigates the impact of professional development (PD) on faculty mentors in a physics REU program, focusing on communication and setting expectations, using a modified “Entering Mentoring” PD curriculum. A mixed-methods design explored three research questions: (1) What expectations do mentors establish, and how might they differ? (2) What realities do mentors experience, and how do expectations evolve? (3) What effect did PD have on mentoring, and how do interview and survey data converge to explain REU participant growth? Data were collected through semi-structured interviews with eight faculty mentors, post-program CIMER mentor surveys, and student surveys measuring their confidence in research abilities. Qualitative data were analyzed using constant comparative methods, while quantitative data were analyzed using descriptive statistics and t-tests to assess growth among two REU cohorts: one with mentor PD and one without. Results revealed that mentors faced challenges such as affording independence to mentees and selecting achievable research projects, regardless of experience. Despite these challenges, mentors focused on the research process, rather than the product, providing students with an authentic research experience. This approach led to significant perceived growth in students' general research skills, as reported by both mentors and mentees. Synthesis of qualitative and quantitative data showed that the PD program positively influenced mentoring practices and student outcomes. The 2024 PD-trained cohort showed statistically significant growth in research independence (Q24: d=0.86) and career confidence (Q49: d=0.62) compared to the non-PD 2023 cohort. This study emphasizes the importance of PD in improving mentoring practices and enhancing student growth, offering valuable insights for future REU programs.