Ten salient practices drawn from a large-scale literature review of mentoring practice over the last two decades are described. Then, the findings from interviews with 32 award-winning mentors from around the world are used to exemplify particular practices and highlight the characteristics and values of award-winning mentors. In so doing a database of award-winning mentors and the nature of the awards processes around the world is used to explore recognition and reward in relation to academic careers. Disciplinary differences in practices are discerned where possible at the broad subject level, e.g., in STEM the limitations for lab-based disciplines on facilitating open-ended inquiry with large classes, countered by excellent use of layered lab models for creating a sense of research community and vertical, peer and near-peer mentoring opportunities. In addition, the practices that mentors find particularly challenging are described. The implications of these findings for mentor training are outlined and a brief review of mentor training schemes provided. The way that mentors view the future of their mentoring practice concludes the chapter.

In many undergraduate psychology programs, students gain research experience through intentional scaffolded experiences throughout the undergraduate curriculum and in some cases by joining a faculty member’s research program outside of the classroom. In sustained undergraduate research experiences, students benefit from developmentally appropriate mentoring as they gradually develop and master skills, an approach often compared to an apprenticeship model. Many psychology faculty use evidence-based mentoring practices, such as the Salient Practices Framework, which was developed by an international, multi-institutional research team. Examples include setting clear and incremental expectations and supporting students as they transfer more basic skills learned in the classroom to conducting community or field-based research. There are creative and evidence-based ways to improve access for all students by being more intentional about embedding research experiences in the psychology curricula, or by further considering ways to recruit and retain UR students from historically underserved groups.