Faculty Mentor Best Practices and Infographics

_{Alt Text: Infographic titled “Power Dynamics & Relationships Between Faculty and Undergraduates” with playful school-themed illustrations in blue, orange, and teal. The infographic describes three types of faculty–student relationships:}

1. _{“Traditional” Power Relationship: Faculty pass down knowledge in a one-way manner, while undergraduates are passive receivers who are told what to know and do. Illustrated with a teacher at a chalkboard.}
2. _{“Consumer–Provider” Relationship: Students may feel entitled to high-quality faculty interactions because of tuition costs, viewing themselves as consumers and universities as providers. This can pressure faculty to satisfy student demands. Illustrated with hands exchanging money.}
3. _{“Partnership” Relationship: Students and faculty share responsibility for learning and learn from each other, though students may resist increased responsibility and universities may struggle to move beyond traditional power structures. Illustrated with people under a glowing lightbulb.}

_{Alt Text: Infographic titled “Barriers to Undergraduate Research (UR)” in large black text on a light gray background. The infographic uses dark blue and gray sections with simple illustrations to describe challenges students may face in accessing undergraduate research opportunities.}

_{Sections include:}

1. _{“Outreach” — Students may not know about research opportunities on campus. Faculty mentors are encouraged to market research programs and post flyers on accessible platforms such as offices and Canvas. Illustrated with a clipboard.}
2. _{“Traditional UR Criteria” — Relying only on GPA and test scores may overlook students’ ability to succeed in research. The infographic notes that economic, cultural, and psychological factors can affect academic performance. Suggested additional criteria include motivation, interest, and commitment to research. Illustrated with a folder icon.}
3. _{“Financial” — Students from lower socioeconomic backgrounds may avoid unpaid research opportunities because they need paying jobs and cannot afford unpaid work. Illustrated with a person writing at a desk.}
4. _{“Perceived Faculty Dynamics” — Historically underrepresented students may feel disconnected from faculty, discouraging them from seeking research experiences. The infographic encourages inclusive mentoring practices, affirming student voices, and creating welcoming research groups. Illustrated with two people walking, one carrying books and another using a laptop.}

_{Alt Text: Infographic titled "Reassess, Realign, and Reimagine: Mentoring during COVID-19." It outlines steps for mentor-mentee effectiveness: Reassess, Realign, and Reimagine, using iconography of people and speech bubbles.}

_{Sections include:}

1. _{“Reassess” — Converse with your mentee about ways they do or do not feel a sense of belonging in your research group. What obstacles do they mention?}
2. _{“Realign” — Ask your mentee what you can do to increase connectivity to research group, especially if mentee is working fully virtual or hybrid. Pay attention to challenging circumstances.}
3. _{“Reimagine” — Reflect on the conversations you had with different team members. How can you facilitate research group meetings to be more inclusive of all members? Examples include flexibility in meeting formats, 1 on 1 meetings, and having space for mentees to speak.}

_{Alt Text: Infographic titled "Example: Addressing Equity & Inclusion." It highlights steps: Reassess, Realign, Reimagine. Includes icons and tools for remote research groups, with a focus on connection and inclusivity.}

_{Sections include:}

1. _{“Reassess” — "What did I do in person that supported your connections and collaborations with our research group> What helps you feel a sense of belonging with our research group or gets in the way of this?"}
2. _{“Realign” — "How can I help you stay connected to me and to the research group in a remote working environment? Do you have any circumstances that may make this challenging?"}
3. _{“Reimagine” —"In what new ways could I facilitate our remote research group interaction to ensure everyone engages and feels welcome? What new tools or strategies could we use to stay connected?"}
4. _{"Tools & Strategies"}
   1. _{Regular wellness checks with individual mentees}
   2. _{Accommodating individual mentee needs when scheduling online research group meetings}
   3. _{Provide opportunities for students to talk about their experiences.}

_{Alt Text: Infographic titled “Gender-Inclusive Language” explaining how inclusive language promotes gender equality and respect for people’s identities. The infographic is divided into sections with examples and guidance. One section labeled “Instead of…” lists phrases such as “Hey guys!,” “Freshman,” “Mankind,” and assuming someone’s pronouns. A matching “Try this…” section suggests alternatives including “Hey all! Hey everyone!,” “First year student,” “Humanity, people, human beings,” and asking for someone’s pronouns.}

_{A “Pronouns” section lists common pronouns: they/them/theirs, she/her/hers, he/him/his, and notes that some people prefer to be referred to by name instead of pronouns. A “Why It Matters” section explains that using someone’s pronouns is respectful and inclusive. A “Practice” section encourages people to keep practicing correct pronoun use and unlearning gender bias. An “Action Items” section recommends adding pronouns to Zoom names and email signatures and avoiding assumptions about identity based on pronouns. The bottom includes resource links about inclusive language and pronouns, plus contact information for questions or comments.}

_{Alt Text: Infographic titled “What is Diversity, Inclusion, and Equity?” with definitions and illustrations explaining each concept.}

_{The “Diversity” section defines diversity as valuing differences including race, class, gender, ability, and sexual orientation. An illustration shows three people standing together. Another text box explains that diversity is like a list because it only shows who is participating, alongside an icon of a checklist.}

_{The “Inclusion” section explains that inclusion focuses on sustaining diversity by addressing systemic structures and barriers faced by historically underrepresented communities. A silhouette illustration shows a diverse group of people, including a wheelchair user and children.}

_{The “Equity” section states that equity involves investing resources and removing barriers for historically underrepresented people. A scale icon symbolizes fairness and balance.}

_{Alt Text: Infographic titled “Actor, Ally, & Accomplice” describing different levels of engagement in social justice and advocacy work. The design uses light blue and beige colors with simple illustrations and handwritten-style headings.}

_{Section 1, “Actor,” explains that an actor’s actions are performative and participatory and do not disrupt the status quo. A theater mask illustration appears nearby.}

_{Section 2, “Ally,” explains that an ally is aware of their own privileges and focuses on helping others. Allies interrupt privileged and safe spaces within their comfort level. An illustration of interlocking hands symbolizes support and solidarity.}

_{Section 3, “Accomplice,” explains that an accomplice actively uses their privileges to disrupt the status quo in service and community and works outside their comfort zone. An illustration of paper-doll-style people holding hands appears beside the text.}

_{Alt Text: Infographic titled “Community Cultural Wealth” summarizing Dr. Tara Yosso’s model describing six forms of cultural capital developed through the experiences of systemically excluded and institutionally oppressed communities. The design uses muted beige and brown tones with illustrations accompanying each section.}

1. _{“Aspirational Capital” is defined as the perseverance and drive to achieve goals despite barriers. An illustration of a target with an arrow symbolizes ambition and determination.}
2. _{“Linguistic Capital” describes the ability to communicate through multiple forms such as language, art, and music, which develops cross-cultural awareness. An illustration shows two people communicating using sign language.}
3. _{“Familial Capital” explains that community and family connections in certain cultures foster collaboration and shared support. A connected network icon represents relationships and community ties.}
4. _{“Social Capital” refers to using social networks and communities to access opportunities and solidarity. An illustration shows two people raising glasses in celebration or connection.}
5. _{“Navigational Capital” describes the ability to move through institutions that were not designed with marginalized communities in mind. An illustration shows two travelers or explorers standing with outdoor gear.}
6. _{“Resistant Capital” refers to knowledge gained through challenging the status quo and passing that knowledge on to others. An illustration of raised fists symbolizes resistance and activism.}