0Questions to Ask Yourself BEFORE
- What are your student's greatest strengths?
- What area(s) do you think your student should focus on developing? How do you suggest they do this, and how can you facilitate the process?
- What do you expect your mentee to accomplish while in the lab?
- How independent should your mentee be?
- What do you hope to get from the mentoring experience?
- What does your mentee hope to get from the research experience?
- What have you learned about working with your student that you did not expect to learn?
- What is your approach to mentoring?
- Does your approach to mentoring involve active learning strategies?
- What evidence do you have that your approach to mentoring is effective?
- What evidence would convince you that your approach to mentoring is effective?
- How could you improve on your mentoring based on student feedback?
0Establish a Relationship
Establish the basis early, establish collegiality (that you are ~equals), and communication. Get to know one another. Define goals early (poster at scientific meeting, referee publication perhaps, in this case you may need to explain why it is important). Take the time to give the student the big picture at a level they can understand. Don't hide poor planning behind "science is not linear". Often mentors are perceived to be too stern. Have both formal and informal communications (Have you found a good restaurant yet in Ames?)
Questions for Mentee
Questions for Mentor
- Who are you? Where is your home? How/when did you become interested in a career in science?
- What is your major and what are your future career plans?
- Why do you want to do research and how will it help you reach your career goals?
- What would success in this research program look like to you?
- Do you have any previous research experience? If so, what did you do? What did you like about it? What did you dislike about it?
- How do you learn best (e.g. hands-on experience, reading literature about a topic, verbal explanations, process diagrams, etc)? What is the most useful kind of assistance your mentor can provide?
- Do you prefer to work alone or in groups? What kind of group or collaborative work experience have you had?
- Do you have any questions about the background reading your mentor sent you before the start of the program?
- Who are you? How did you become a scientist?
0Wants of AGEP Students
- want close relationship with graduate student more than faculty
- want more discussion about what it means to be a graduate student
- want good communication and an equal relationship
- check their background: are they used to a parental-type mentoring relationship
- social interactions with other students helps them work through problems
- explain how to construct/organize their day
- include students in things not related to project
- student requests help all the time, although s/he clearly knows how to work on his/her own
- have student explain, repeat, present, find their own solution (be a scientist)
- given student responsibility, ownership, show him/her you trust him/her
- define boundaries, how things work; establish weekly meetings
- include student in lab events, acknowledge their contributions/worth
- encourage note-taking during meetings
- guide them through deductive reasoning