The Use of Learning Contracts as Potential Equity Blueprints in Undergraduate Research Mentorship

Bibliographic Data

ID22432053
AuthorsJill McSweeney, Jill M McSweeney, E E Hall (0000-0002-3590-5390)
Year2026
Volume14
Publication date2026-01-22
Open AccessYes
TypeARTICLE
VenueTeaching & Learning Inquiry: The ISSOTL Journal (JOURNAL)
Journal identifiersISSN: 2167-4779 • E-ISSN: 2167-4787
PublisherInternational Society for the Scholarship of Teaching and Learning (PUBLISHER)
DOI10.20343/teachlearninqu.14.4
OpenAlexW7125530877
LanguageEN
References cited15

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.

Blueprint · Faculty Development · Higher education · Mentorship · Scholarship · Undergraduate education · Undergraduate research · Evaluation of Teaching Practices · Higher Education Practises and Engagement · Mentoring and Academic Development

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Open DOIOpen Access