The benefits of undergraduate research are well documented, such as improved scientific reasoning and increased interest in graduate education and science careers. But the consequences of a negative experience between the protégé and mentor are “virtually unexplored in the undergraduate context,” said Tuma, a biology and environmental science double major.
“Negative mentoring is likely a prevalent issue. Studies in workplace and graduate education settings suggest that over 50 percent of protégés experience negative mentoring. However, the context can vary, both in severity and frequency,” Tuma said. “Studies in workplace settings show that negative mentoring can range from mild, unintentional shortcomings, such as lack of mentor expertise or availability, to more severe and intentional mentor behaviors, such as sabotage and abuse of power.”
Tuma wants to shine a light on the problem after he begins graduate school at the University of Georgia. It was there this past summer that he began his investigation into the issue. After surveying and interviewing recent graduates from a large research university, he used their responses to create a measure that a larger study could use to examine the severity and frequency of negative mentor-protégé research experiences in the sciences.
At Whittier, Tuma discovered his interest in the impact that mentors have on students. Thanks to an education course, Tuma had the opportunity to teach an 8th-grade science class at Broadoaks School, a laboratory school at the College. He was nervous going into his lesson about brain anatomy, but after launching into the fascinating subject, his pupils lit up with enthusiasm. Their excitement was infectious.
“I left the classroom feeling fulfilled from having a positive impact on the students’ understanding of a complex science topic,” Tuma said. “As students thanked me for teaching an engaging lesson, I cherished the sense that I had inspired their interests in science. Because of this experience, I became motivated to continue influencing the next generation’s passion for science.”
Working with Associate Professor of Education Lauren Swanson, Tuma continued researching science education, alongside his life science studies. During a short-term JanTerm course abroad, he traveled to South Africa with Professor of Biology Cheryl Swift to examine an invasive species. Tuma is interested in how various stressors affect physiological processes and overall plant fitness. This fall he will be pursuing his Ph.D. in Plant Biology with interdisciplinary research in biology education at the University of Georgia with the eventual goal of becoming a professor.
“As a professor, my science research will inform the content I teach and my education research will inform the methodology of my teaching,” he said.
