The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship
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| Title: | The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship |
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| Language: | English |
| Authors: | Jill M. McSweeney, Eric E. Hall |
| Source: | Teaching & Learning Inquiry. 2026 14. |
| Availability: | University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Performance Contracts, Undergraduate Students, Student Research, Mentors, College Faculty, Equal Education |
| ISSN: | 2167-4779 2167-4787 |
| Abstract: | It is well known that high quality Undergraduate Research (UR) mentoring leads to better outcomes for faculty and students. In recent years, interest in the best practices faculty use for mentoring has increased. One pedagogical tool that has not received a lot of investigation is the use of Learning Contracts (LCs) within undergraduate research and how they might provide an equity-minded lens to this teaching context. We present initial insights from our colleagues on their current use of LCs in UR, as a starting point for thinking about how we can better support UR mentoring in ways that are inclusive to both mentees and mentors. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1502147 |
| Database: | ERIC |
| Abstract: | It is well known that high quality Undergraduate Research (UR) mentoring leads to better outcomes for faculty and students. In recent years, interest in the best practices faculty use for mentoring has increased. One pedagogical tool that has not received a lot of investigation is the use of Learning Contracts (LCs) within undergraduate research and how they might provide an equity-minded lens to this teaching context. We present initial insights from our colleagues on their current use of LCs in UR, as a starting point for thinking about how we can better support UR mentoring in ways that are inclusive to both mentees and mentors. |
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| ISSN: | 2167-4779 2167-4787 |
