The most important aspect of the McNair Post-Baccalaureate Achievement Program is the Faculty Mentor/McNair Scholar relationship. Faculty Mentors provide exposure and insight essential for the McNair scholar to understand the skills needed to become successful in the academic world. Their time, energy, expertise and commitment to mentoring scholars are invaluable resources that increase the quality of the McNair experience. For the Scholar, the benefit of participating in the program depends to a large extent on the supportive relationship between the Faculty Mentor and Scholar. The relationship is designed to encourage, motivate and prepare the McNair Scholar for doctoral studies.
As a faculty mentor, you may think mainly of the benefits to the student of an undergraduate research or creative project. You may even worry about the work involved in mentoring a student, or the disappointment if the student fails to live up to expectations. But many benefits accrue to the faculty mentor, as many faculty members have attested. Here are just a few:
- Pleasure of passing on your knowledge and skill
- Reward of seeing a student’s growth under your guidance
- Opportunities for increasing number of grants that require use of undergraduates
- Excitement from learning from students and making joint discoveries (this does happen!)
How to Become a McNair Scholar Faculty Mentor
Becoming a McNair Faculty Mentor is easy! If a McNair Scholar expresses interest in your field or specific work, they may contact you directly—or you can reach out to us to express interest in mentoring. We will do our best to match you with a suitable scholar. Before moving forward, you’ll have the chance to discuss expectations and decide whether it’s a good fit.
We ask that you take a sincere interest in your scholar as an individual. Be supportive when they seek guidance, and consider how much time and energy you can realistically dedicate to mentoring, given your other professional priorities.
Expectations of Faculty Mentors
Mentoring undergraduates who are developing their research skills involves the following expectations:
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Set and model high academic standards.
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Provide both encouragement and constructive feedback.
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Maintain regular communication and respond to drafts and questions in a timely manner.
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Offer opportunities (e.g., conference presentations, co-authorship) when appropriate—without creating unrealistic expectations.
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Take joy in the collaborative learning process.
The mentor/scholar relationship fosters:
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Increased self-esteem and confidence
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Access to departmental knowledge and academic resources
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Greater understanding of the discipline and professional pathways
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Networking opportunities and social support
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Empowerment and affirmation of academic potential
Roles of the Faculty Mentor
Faculty mentors may serve in various roles, including:
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Advisor – offering academic and career insights
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Supporter – providing emotional encouragement
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Tutor – giving specific, skill-based feedback
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Sponsor – connecting scholars to opportunities and networks
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Role Model – demonstrating professional and academic conduct
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Supervisor – guiding research processes and performance
Responsibilities of the Faculty Mentor
- Work closely with the scholar, meeting two to three times per month
- Complete the student progress report.
- Oversee 10-15 hours/week of research activities
- Guide the design and execution of research (e.g., abstract, literature review, methods, results, and conclusions)
- Give a constructive and critical review of all of the components of the scholar’s research project
- Assist the scholar in preparing and being selected for the appropriate presentation of the research project
- Provide feedback to the McNair Program regarding both the student and the program in general
- Attend the Faculty Mentor Orientation if you are a new mentor
- Participate in the end-of-program research presentation and awards event
- Review and sign the components of the student’s research paper to meet the due dates.
Qualifications for Becoming a Faculty Mentor
McNair faculty mentors are tenure-track faculty who:
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Hold a terminal degree in the appropriate discipline
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Be tenure-track faculty with active or demonstrated research engagement
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Be recommended by their department chair or dean
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Show interest in working with low-income, first-generation students—especially those who identify as Native American, Hispanic, or African American
The Ideal Faculty Mentor:
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Supports the scholar’s academic and professional goals
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Encourages development of research skills
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Integrates the scholar into a research team (if applicable)
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Holds the scholar accountable for their time and work
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Maintains open communication and a positive learning environment
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Provides graduate program information and encourages continued study
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Notifies the McNair director of any significant issues
- Makes arrangements to have a responsible colleague act as a proxy mentor to the student researcher if he or she is unavailable for more than one week.
The Tri-Mentor Model
The UW–Madison McNair Scholars Program supports scholars through a tri-mentor model, which includes:
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Faculty Research Mentor – guides the scholar through the design and completion of a research project
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McNair PA (Graduate Peer Advisor) – offers support through monthly advising, seminar facilitation, and application feedback
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GMAP Mentor (Graduate Student Mentoring Alliance Program) – connects scholars with McNair alumni in similar fields to foster social support and help with the transition to graduate school