Planning for student and HQP (highly qualified personnel) training is a significant part of many grant applications. For many researchers, student assistants are crucial to completing the work of a research project. But beyond that, granting agencies (especially Tri-Agency funders) increasingly prioritize student growth and development, and successful grant applications typically include plans for how student RAs will gain meaningful research experience via their involvement in the project. This page offers some resources for working with students within this mentorship relationship.
Supervising student research assistants involves assuming the role of manager and employer within that relationship. Depending on the goals of your project, your role may additionally be that of a mentor: someone who develops duties and roles for the student that assist your research, but also allow the student to develop transferrable independent research skills. The resources below offer approaches for defining and building the supervisor/RA relationship, and for developing mentorship strategies for student RAs.
Sample mentorship resources:
Lunsford, Laura, Gloria Crisp, and Brad Wuetherick. “Mentoring in Higher Education.” SAGE Handbook of Mentoring.
Wuetherick, Brad, and Tereigh Ewert-Bauer. “Perceptions of Neutrality through a Post-Colonial Lens: Institutional Positioning in Canadian Academic Development.” International Journal for Academic Development 17, no. 3 (217–29).
Wuetherick, Brad, Stan Yu, and Jim Greer. “Exploring the SoTL Landscape at the University of Saskatchewan.” New Directions for Teaching and Learning 2016, no. 146 ( 63–70).
Additional RSD frameworks are available here.
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