Four lessons for being a great mentor to undergrads

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'...I ended up being reluctant to work with undergraduate researchers at all—until a new student helped me realize what is required to mentor undergraduates, and the rewards it can bring.' NationalMentoringMonth

My early experiences mentoring undergraduate students didn't go well. My first attempt came during the second year of my Ph.D. I was still trying to learn some lab techniques myself, and I wasn't sure whether I would be able to invest the time needed to train a student. But I was interested in developing my mentoring skills, and my adviser encouraged me to give it a try.

I met Karina when she was a sophomore, and I ended up working with her until she defended her senior thesis. She was smart and eager to learn, asking all the right questions, and I felt she might finally be the right fit. Moreover, the timing was right. My experiences with previous undergraduates had prepared me to set appropriate expectations and gradually build on them. As a third-year student, I was also ready to delegate and give her room to grow.

Working with Karina also brought valuable personal rewards. She offered crucial companionship during my doctoral project, which could often feel like a solitary endeavor. When I experienced setbacks, Karina's small successes and her excitement about them helped keep me motivated. It has been a joy to watch Karina mature as an able scientist. In the end, helping her along the way is as important an accomplishment for me as finishing my own degree.

 

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Be sure your students get credit for their contributions when you're interviewed, or invited to speak about pivotal research done in your lab.

How profound. Who could have thought? Well... Actually ....

It would have been exciting to have had a true mentor in grad school.

I literally left academia to avoid having to work with undergrads.

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