Participation in the DRP is beneficial to undergraduate Mathematics students in many ways. Because the DRP partnerships don’t function like traditional Mathematics courses (no lectures, homework, or tests), they introduce the mentee to the type of mathematics learning one is more likely to experience as a graduate student in mathematics or as a researcher. Additionally, the mentee is introduced to mathematics that may be more advanced or more specialized than the traditional coursework. Importantly, the mentee will gain experience communicating mathematics in the weekly meetings with the mentor, as they discuss what they have learned during the week, questions they came upon, and where they should turn their attention next.
For the mentors, the experience of sharing their passion and knowledge with their mentees is invaluable and will prepare them for the roles they will play as future professional mathematicians, teachers, and advisors. Often, mentoring an undergraduate allows them to revisit and review topics and theorems and, through the role of teacher and mentor, to gain a deeper understanding of the subject.
The College of Arts