Supporting Undergraduate Researchers with Teacher-Mentors

The purpose of this study was to describe and report on a course-based undergraduate research experience (CURE) implemented as a multi-institutional virtual program using in-service teachers as mentors to support undergraduate students’ research process. Ninety-eight students enrolled in four undergraduate social science courses across three institutions within one state public university system, located in the Southeast region of the United States, were organized into ten cross-institutional groups consisting often students with one or two teacher-mentors, who were alums of the teacher education program. The mentoring relationships functioned to provide social-emotional support, career and professional development, and role modeling. The teacher-mentors had an impact developing undergraduate students’ global competencies, research skills, and their identity as researchers and future professionals.