Mentee Resources
In research, successful mentoring relationships are essential both for individual success and scientific progress as a whole. Research shows that insufficient mentoring can contribute to research misconduct.
The term "mentor" has many different interpretations in academia. Is someone a mentor because they supervise a thesis? Or lead a research group? Can students have multiple mentors? Can mentoring relationships be assigned, or do they develop naturally over time?
Research literature shows that mentoring in the research environment typically covers three domains: scientific, professional, and personal. It's uncommon for one person to effectively mentor in all three areas.
Scientific Mentoring involves teaching knowledge and skills needed for research success. Professional Mentoring focuses on career development for aspiring scientists. Personal Mentoring addresses special circumstances like navigating disability or gender underrepresentation, or personal decisions that impact a research career.
Most mentoring experts emphasize that mentors are advisors rather than supervisors. They assist, suggest, and nudge instead of directing or commanding.
Key areas that mentoring might cover include:
- Research knowledge and skills
- Career development and networking
- Understanding political, ethical, economic, and social aspects of research communities
- Effective interactions as teachers, team members, leaders, administrators, and managers
- Navigating special personal circumstances related to gender, race, national origin, language, or disability
Students might ask: Do I have adequate mentoring resources in all these areas? Research leaders might ask: Am I preparing my trainees adequately in all these areas or connecting them with useful resources? All researchers might consider: Are there other aspects of research that would benefit from more effective mentoring?
Additional Reading on Mentee Relationships
- Mentoring
- Anderson MS, Horn AS, Risbey KR, Ronning EA, DeVries R, Martinson BC (2007): What Do Mentoring and Training in the Responsible Conduct of Research Have To Do with Scientists' Misbehavior? Findings from a National Survey of NIH-Funded Scientists. Academic Medicine 82(9):853-860.
- Anderson MS, Louis KS (1994): The graduate student experience and subscription to the norms of science. Res Higher Ed 35:273-299.
- Brown S, MW Kalichman (1998): Effects of training in the responsible conduct of research: A survey of graduate students in experimental sciences. Science and Engineering Ethics 4(4): 487-498.
- Macrina FL (2014): Chapter 3. Mentoring. In: (Macrina FL, au.) Scientific Integrity. An Introductory Text with Cases. 4th Edition, ASM Press, Washington, D.C.
- National Academy of Sciences, National Academy of Engineering, and Institute of Medicine (1997): Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. National Academy Press, Washington, D.C, 84 pp.
- National Institutes of Health: A Guide to Training and Mentoring in the Intramural Research Program at NIH.
- Swazey JP, Anderson MS (1996): Mentors, advisors, and role models in graduate and professional education. Association of Academic Health Centers, Washington, DC.
- University of Michigan (2010): How to Get the Mentoring You Want: A Guide for Graduate Students, Rackham Graduate School.
- University of Michigan (2011): How to Mentor Graduate Students: A Guide for Faculty. Rackham Graduate School.
- University of Wisconsin: Resources for Each Phase of the Mentoring Relationship.
- Whitbeck C (2001): Group mentoring to foster the responsible conduct of research. Science and Engineering Ethics 7:541-558.
- Wright DE, Titus DL, Cornelison JB (2008): Mentoring and research misconduct: an analysis of research mentoring in closed ORI cases. Sci Eng Ethics 14(3):323-36. doi: 10.1007/s11948-008-9074-5. Epub 2008 Jul 10.
- Wright DE, Titus SL, Cornelison JB (2008): Mentoring and Research Misconduct: An Analysis of Research Mentoring in Closed ORI Cases. Science and Engineering Ethics 14(3): 323-336.
- JSOE: PhD Student Guaranteed Transitional Support (not officially part of the Research Ethics Program, but relevant)