Be proactive in introducing undergraduate students to, and engaging them in, research. This is based on the premise that undergraduate students often lack the confidence to inquire about, or attempt to conduct, research due to their low level of knowledge and ability. As such, faculty should make efforts to reach out to students that demonstrate interest and/or ability within their courses and co-curricular activities. Be intrusive. Extend an invitation. Build in the opportunities.

Let them see you struggle. Valuable student learning occurs when they work alongside you and witness you struggle with the same challenges and setbacks they are experiencing. The experience of overcoming obstacles and working with faculty outside of formal course structures fosters student resiliency.

Allow students to see the joys and the challenges of teaching, research, and service. By removing any filters, both positive and negative, students can experience what it is like to be a professional in your discipline, which will assist with their learning and academic/career exploration.

Many students change their interests and goals during their undergraduate years, which can lead them in directions that move away from your research interests. When this occurs, treat students as part of your professional network and assist them in exploring new pathways and finding other mentors.

• Communicate frequently and clearly with your undergraduate research students. Follow up with them shortly after giving new direction to allow them the opportunity to ask any questions that came up during their initial processing of the information.
• Create a culture in which students believe you are approachable and one in which they are encouraged to ask questions and are not punished for not knowing something.
• Once expectations have been set make sure to clearly communicate, revisit, and reaffirm them over the course of the project.
• Meet regularly with your undergraduate research student(s) and provide positive, constructive feedback and encouragement.

• Work with your students to set goals, deadlines, and expectations at the start of the project. Post the agreed-upon expectations where everyone has access.  If they are enrolled for credit, you should have a course shell in Canvas that can serve as an excellent place for this. If they are in a paid role, reach out to Technology Services and have a Canvas shell created for your group.
• For students new to research, make sure to establish the difference between your expectations of them in this environment against those of students taking a typical course in your field.  
• Take the time to teach your students to appreciate the research process rather than just the outcomes. This can be accomplished by disrupting the process with opportunities to reflect on their experiences.
• Encourage students to disseminate their work in the same way you would – many undergraduate research publication and presentation opportunities exist including Multidisciplinary Research Day at the end of each semester and the annual Summer Research Symposium.

• When developing a research schedule, consider student time commitments outside of the research project. Generally, students should spend 45 hours per term for each credit hour that they are enrolled in.
• Build in time for students to acquire necessary skills or techniques, especially for students that are new to research.
• Allow students to learn through trial and error. Students will naturally explore paths that seem unlikely to work, which is good for learning, but they also need to be reined in before significant time and resources are wasted.
• For the portions of the research that the student will be conducting, make sure to create a well-defined project with student interest and ability in mind and one that will allow them to have intellectual ownership.
• Craft the student portion of the research to lead toward independence.

• Spend time with your students and get to know them as individuals.
• Encourage persistence in the face of setbacks.
• Once they have demonstrated commitment to the project students should be treated as professionals and be given the same respect and opportunities for development as other colleagues.
• After the research project is complete, provide continued mentorship and offer career guidance.