Teaching and Learning by Mentoring an Undergraduate Researcher

BY DR. NANA TUNTIYA, HONORS AFFILIATE FACULTY

RESEARCH IS A CORE COMPONENT of the Judy Genshaft Honors College experience. Students can engage in the process of selfdirected study of a topic of interest through a two-semester Honors Thesis project, as well as short-term, smaller projects. In this article, Dr. Nana Tuntiya, Honors Affiliate Faculty, shares her experience mentoring a student and why the experience can be as impactful for the faculty as it is for the student.

AS A FUTURE OPTOMETRIST, Vrunda Patel is enthusiastic about promoting eye health awareness, especially in young children. I originally met her as a student in my Honors Health, Illness, and Society class, where her interest in health care coincided with my specialization in medical sociology. After the class ended, she asked me to advise her Honors Thesis, which focused on improving eye health awareness amongst elementary school children.

After successfully completing her thesis, she wanted to further expand the project to focus on a specific finding from her research that warranted additional attention. In the spring semester, Vrunda enrolled in the Honors Undergraduate Research (IDH 4910), as I continued to mentor her research. During this self-directed, independent study course, she focused on the impact of digital devices on eyes, a developing area of interest among medical professionals. This is because young children have higher rates of exposure to technological devices as they use them starting at younger ages and for increasing amounts of time than was typical in previous generations, making this a subject of considerable public health interest as well.

Honors Undergraduate Research combines the benefits of experiential education and valuable one-on-one mentoring. This format also suits shorter projects as it is completed over a course of a single semester. The expected outcome of the research plan is determined in the initial consultations with the faculty advisor, which creates flexibility to adjust the project as needed. For instance, when I learned about the upcoming USF Undergraduate Research Conference, I suggested that

Vrunda develop a poster to present her Honors Thesis at the conference. Her project Creating Eye Health Awareness in Students: Developing a Teaching Curriculum and Educating Elementary School Children received an Honorable Mention in General Disciplinary Awards (Health Sciences) – a memorable highlight of her undergraduate career.

This is an excellent example of why Honors Undergraduate Research is so compelling. By electing Honors Undergraduate Research, my student was able to study the topic she’s passionate about, while meaningfully contributing to her own education and advancing her skill set. From a faculty standpoint, it is rewarding to watch your students blossom into more independent, mature researchers.

Mentoring undergraduate research contributes to my own learning, as well. I enjoy the ebb and flow of the weekly meetings when new findings emerge, and the focus of the research is continuously sharpened as more studies and ideas are considered. Through my students’ research, I am exposed to literature outside of my immediate area of expertise, expanding my own familiarity with the topic. Both of our skills are sharpened through this back-and-forth collaboration.

Indeed, the impact of undergraduate research extends well beyond labs and conferences; it’s personal. As I sat down to write this, I reached out for my blue light filtering glasses, a purchase I felt compelled make after considering the importance of eye health while reading the drafts of Vrunda’s project!