Mentoring is one of the most enjoyable parts of my job. My mentoring style focuses on clear communication, helping my mentee develop professionally, and support. I focus on these three areas because I think they are important for helping my mentees to create and progress on their career path as well as for personal growth.

Clear communication between mentors and mentees stems from transparent expectations and regular contact. To accomplish these goals, I meet with research mentees at the beginning of each semester to discuss our expectations of each other and for our relationship. I start by explaining why it is important to discuss expectations and to offer some examples of expectations we can have of each other. Then, I ask my mentee to discuss some expectations they have for our relationship. After, I’ll introduce expectations they may not have thought of. At the end of each semester, we meet to discuss how our relationship has progressed and if there are things we need to alter.

Not all undergraduate research assistants are interested in pursuing research in graduate school or in their careers. I like to discuss potential career paths with mentees to figure out what skills will be most beneficial for them to learn. For instance, some of my mentees have been interested in entering the medical field. These mentees focus time in lab working on developing skills related to informing families about procedures and findings from research. Rather than focusing solely on experimental paradigm development, they focus on ways we can communicate our findings to the public and why informed consent is important. Outside of lab, we also discuss other experiences that may be beneficial for them and how to contact those who can help them develop medical skills, such as contacting a hospital to apply for a scribe position.

For those students who are interested in a career in research, or attending graduate school, I like to provide opportunities to be involved in presentations and publications. If a student is interested in these opportunities, I expect them to tell me as soon as possible so we can create a plan for them to conduct research that can be presented by them at an appropriate conference. Further, I like to make sure we discuss necessary commitments and expectations for them to be a coauthor on a study. The exact opportunity and expectation will be dependent on the study, but will generally involve writing a methods section, helping with analyses, and creating figures.

Finally, I see part of my job as a mentor as providing support. I think it is important for mentees to feel that they have someone who will empathize with them and help them achieve goals that may seem daunting. For me, offering support involves being a cheerleader, a strategist, and a sounding board. As a cheerleader, I encourage students to reach for opportunities they are qualified for, but may not feel qualified for and echo their positive qualities. As a strategist, I help them think through back up plans and ways their experiences make them an effective candidate for a position. As a sounding board, I help them sort out their thoughts on next steps. If they are successful, I am there to help them celebrate. If they are unsuccessful, I try to help them reframe the experience as a learning opportunity and discuss next steps as helpful.