Effective Mentoring of Undergraduates in Research Workshop

By Antonia Kaz

This year’s Effective Mentoring of Undergraduates in Research workshop was held by an expert panel consisting of established deans and professors from the departments of Plant Biology and Neuroscience and Cell Biology within Rutgers University, Drs. Janet Alder, Evelyn Erenrich, and Xenia Morin, and an INSPIRE fellow, Dr. Benton Purnell. The diversity of STEM backgrounds and career stages within the panel resulted in a comprehensive workshop covering the essential principles of mentoring and featuring thought-provoking questions, case studies, and discussions on the interpersonal dynamics between mentors and mentees. The workshop began with a question to participants: What is the primary reason to mentor an undergraduate student? Whether you are mentoring an undergraduate student for the first time or are an experienced mentor, clearly defining what you hope to gain from a mentor-mentee relationship is an important step in your career development. Mentor-mentee dynamics can teach us valuable insights about ourselves that we may not discover otherwise. So, before you continue reading this blog post, take a moment to ask yourself this question. You may be surprised by your answer.

After establishing our goals as a mentor, we discussed how to be effective mentors. Mentors play a critical role in shaping undergraduate researchers. An effective mentor establishes a bidirectional relationship built on trust and communication with their mentee. A relationship founded on trust ensures that the mentor-mentee experience positively impacts both individuals. Good communication from the beginning can mitigate any confusion or disappointment during the relationship or project. In the initial meetings with a prospective undergraduate student, your goal should be to understand why the student wants to join your laboratory and what research experience they have. In follow-up meetings, provide an undergraduate research contract and discuss expected milestones for the duration of their research project. Ideally, the proposed research project should be decided upon collaboratively by the mentor and mentee before signing the research contract. Undergraduate research contract templates are available on several university websites or can be generated using ChatGPT. You should also provide and discuss any relevant background papers related to the project. Remember, your mentee may not be familiar with the scientific jargon, so adjust how you describe a project and define any words commonly used in publications or your laboratory.

After initial introductions are conducted and expectations are clearly outlined, a few guiding principles should be considered to maintain a productive and safe environment that promotes growth and independence for undergraduate students in your laboratory. The following principles were discussed at length during the workshop, but the major points to consider are provided in this table:

It is also important to consider opportunities and relationship dynamics that benefited your career development. Consider attending seminars with your mentee or introducing them to your mentors. Reflect on your first laboratory experience. Did you experience imposter syndrome? Did words of affirmation help you move beyond these feelings? Put yourself in your mentee’s shoes and determine the best way to motivate them if they are unable to see the big picture of the work they are doing. For example, if you are working with a pre-med student, you might encourage them by saying, “This research could lead to the development of a medication you give to your patients.” Most importantly, create an atmosphere where failure is an opportunity to learn. Teach your mentee to own their mistakes and grow from them. In some instances, we may need our principal investigator (PI) or a trained professional to intervene. If you notice that your mentee is experiencing anxiety or depression, their motivation is dwindling, or there is a change in their behavior, reach out to them. Discuss options available on campus, such as CAPS, and determine the best course of action to get them the help they need.

The workshop proceeded with case studies discussed in breakout rooms and a “how to” for establishing trust with your undergraduate student. The breakout rooms provided an opportunity to talk through common concerns experienced by mentors, effective communication styles, and complex dynamics between mentors, mentees, and PIs with fellow graduate students and post-docs. In our breakout room groups, we answered questions related to each case study on a shared Google slide. Then, the panelists selected two groups to discuss their unique and often thought-provoking perspectives. I gained a lot from the case studies, discovering how my perspectives were similar to or different from my peers. In some instances, I reflected on how I would change my answer after finding someone else’s response more effective than my own.

The final presentation by Dr. Purnell was particularly eye-opening to me. Dr. Purnell presented common dilemmas when training a mentee in a simple and matter-of-fact manner. For instance, he highlighted the advantages and disadvantages of having a mentee prepare reagents. Although timesaving, any errors in a reagent preparation by a mentee could result in an even greater time loss. Dr. Purnell’s presentation humanized the mentor. There will be aspects of mentoring that benefit the mentor more than the mentee, but this requires a degree of trust in our mentees. How do we know when to make this decision? He also discussed how providing ancillary details can cause unnecessary confusion for your mentee, possibly resulting in an unfortunate and avoidable mistake. How would you feel if someone ranted to you for 10 minutes about the different temperatures biological samples can be stored at when you just want to know where to put your samples so you can make it to class on time?

As mentors, we want the best for our mentees. We want them to avoid the mistakes we made and to teach them everything we can in the short period they are with us. However altruistic this may be, we still need to be practical. This workshop provided insight into mentoring in a manner that is most effective for our mentees while considering how this relationship benefits us, the mentors. If you are looking for an opportunity to participate in another mentoring of undergraduates workshop, keep an eye out for the next one posted in the iJOBS upcoming events email or here.

This article was edited by Senior Editor Joycelyn Radeny.