The article examines organization and self organization as two principles of managing student science and scientific mentoring in a university. Student science and scientific mentoring are treated as two interrelated activities involving students and mentor instructors. It is demonstrated that their management relies on both organizational forms and processes of self organization. The aim of the article is to uncover the significance of organizational and self organizational principles for university management in student science and scientific mentoring. The tasks involve summarizing university practices of organizing student science and related scientific mentoring practices, as well as characterizing manifestations of self organization in the activities of student researchers and their scientific mentors. The empirical basis of the article comprises the results of a study carried out in 2023 using methods of systematic literature analysis, a nationwide student survey (n = 3032). Based on the results of the systematic review, five organizational forms of student science are identified, each associated with corresponding scientific mentoring practices. The equal importance of organizational and self organizational aspects in the development of student science and scientific mentoring in Russian universities is substantiated. The significance of mentoring programs is emphasized, as they contribute to students' self-organization and initiative in the realm of scientific endeavors. The practical value of the research lies in advocating the integration of organizational and self organizational approaches in managing student science, which enhances the productivity of both student researchers and their scientific mentors.