My approach to undergraduate research mentoring is rooted in cultivating intellectual curiosity, fostering academic rigor, and promoting professional identity development through meaningful scholarly engagement. I view mentorship as a reciprocal, learner-centered partnership grounded in psychological safety and inclusivity. Drawing from my background in gerontology, evidence-based practice, and person-directed care, I guide students through iterative inquiry processes, helping them translate complex ideas into actionable research. I prioritize scaffolding students’ skills in critical thinking, data synthesis, and dissemination, while also nurturing reflective practice and ethical reasoning. Through individualized mentorship and integration into active research teams, I aim to elevate students’ confidence, expand their scholarly networks, and support their transition into graduate study or professional roles. My mentoring philosophy is informed by a commitment to age-inclusive, equity-oriented education and aligns with national best practices in high-impact undergraduate research experiences.