Undergraduate Research and Cognitive Apprenticeship: An Analysis of Mentoring Practices

Undergraduate research (UR) supports student development, but its effectiveness depends on the quality of mentoring. This study explores UR mentoring within a college of agriculture using a two-phase qualitative design: an inductive, reflexive thematic analysis of faculty and student interviews, followed by an interpretive analysis. Thematic findings revealed three overarching themes: origin of training, faculty relations, and pathways to understanding. In the second phase, the cognitive apprenticeship (CA) model provided a lens for examining alignment between mentoring practices and its four dimensions. Insights indicate that practical skills and disciplinary understanding require distinct methods and sequencing, and that faculty relationships and sociocultural learning shape student experiences. Recommendations include designing UR mentoring with CA principles, fostering reflective dialogue, cultivating communal training environments, and prioritizing sustained faculty engagement.