Resource Toolkit

Competencies for Research Mentees

• Core competencies for postdoctoral scholars were developed by the National Postdoctoral Association (NPA).
• Core competencies in clinical and translational research were developed by a work group convened by the National Center for Advancing Translational Sciences (NCATS) in collaboration with the Clinical and Translational Science Award Consortium.

Advising vs. Mentoring

• This Science Careers article by Elisabeth Pain offers a perspective on the differences between an advisor and a mentor.
• In this iBiology video, How to Pick a Graduate Advisor, Dr. Ben Barres describes a mentor’s qualities and attributes and gives suggestions on how to identify a graduate advisor who will also be a good mentor.

Mentoring Models

Sample articles on peer mentoring:

• Santucci AK, Lingler RN JH, Schmidt PhD KL, Nolan PhD BAD, Thatcher PhD D, Polk Phd DE. Peer-Mentored Research Development Meeting: A Model for Successful Peer Mentoring Among Junior Level Researchers. Acad Psychiatry. 2008;32(6):493-497.
• Thomas N, Bystydzienski J, Desai A. Changing Institutional Culture through Peer Mentoring of Women STEM Faculty. Innov High Educ. 2015;40(2):143-157.

Sample online information about group mentoring:

• Kamens J. Form Your Own Peer Mentoring Group: A How-To Guide for Scientists. http://blog.addgene.org/form-your-own-peer-mentoring-circle-a-how-to-guide-for-scientists. February 2014. Accessed March 8, 2017.
• Phillips-Jones L. Essential of Mentoring Groups, Rings, and Circles, Part 1. https://mentoringgroup.com/essentials-of-mentoring-groups-1.html. Accessed November 6, 2018.

Support the Research Process

• This brief Checklist for Supporting the Research Process summarizes the types of support mentors can provide mentees at different states of a research project (planning, executing, and disseminating).
• Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty — This free publication from the Howard Hughes Medical Institute offers guidance on developing scientific management skills such as staffing and leading a laboratory, getting funded, managing projects, and setting up collaborations.

Enhance Teaching Practices

• This handout provides example Questions for Conducting a Peer Review of Teaching.
• This Science Careers article by Stephen Cheung offers advice to new faculty on managing their teaching responsibilities.
• Several resources from the University of Minnesota Center for Educational Innovation are publicly available. These include online tutorial on topics such as designing smart lectures, applying active learning, and writing a teaching philosophy.
• Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty — This publication includes a chapter aimed at helping biomedical researchers improve their teaching, revise and design effective courses, incorporate active learning in their research labs, and assess learners.

Develop Career Management Skills

• This brief Checklist for Developing Career Management Skills summarizes the types of support mentors can provide mentees when they are searching for their first position and progressing in their chosen careers.
• The National Research Mentoring Network maintains a library of career development webinars and videos for creating a successful, satisfying career in science.
• Science magazine’s website offers career resources and an archive of articles on strategies for creating a successful, satisfying career in science.
• The National Postdoctoral Association’s website includes career planning and exploration resources for graduate students and fellows.
• Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty — This publication includes chapters on obtaining and negotiating a faculty position, understanding the university structure, and planning for tenure.

Identify Opportunities for Development

• The 12-item Clinical Research Appraisal Inventory (CRAI-12) can be used to assess the self-confidence of trainees in performing different aspects of clinical research. Robinson GF, Switzer GE, Cohen ED, et al. A shortened version of the Clinical Research Appraisal Inventory: CRAI-12. Acad Med. 2013;88(9):1340-5.
• myIDP is a web-based, career-planning tool for science PhD students and postdocs. It includes exercises to help users assess their skills, interests, and values.
• The following links can be explored to see how some institutions are using Individual Development Plans to help trainees assess their abilities and create a plan for filling gaps in their knowledge and skills.

  Stanford Office of Postdoctoral Affairs
  University of Minnesota
  University of Nebraska-Lincoln Office of Graduate Studies

Be an Advocate, Broker Opportunities

• This article from the journal Academic Medicine discusses the value of sponsorship, defined as public support by an influential person aimed at promoting another person’s talents and advancement. Mentors also act as sponsors when they are highly placed in an organization and can effectively advocate for their mentees. Travis EL, Doty L, Helitzer DL. Sponsorship: A path to the academic medicine c-suite for women faculty? Acad Med. 2013;88(10):1414-1417.

Promote Socialization

• This Science Careers article by Charles Stewart discusses some of the unwritten rules of graduate school that mentors can impart to their mentees through socialization.

Enhance Research Self-Efficacy

• The 2-page Self-Efficacy Toolkit offers tips for enhancing a mentee’s research self-efficacy. This resource was developed by researchers at the University of Wisconsin-Madison as part of a curriculum to train mentors to be more effective in this role.

Model Professional Behaviors and Attitudes

• A scientist’s guide to academic etiquette. Chronicle of Higher Education. November 11, 2009. http://www.chronicle.com/article/A-Scientists-Guide-to/49080. Accessed November 10, 2017.
• Perlmutter DD. The etiquette of accepting a job offer. Chronicle of Higher Education. April 1, 2013. http://www.chronicle.com/article/The-Etiquette-of-Accepting-a/138207/. Accessed November 10, 2017
• Online training materials that address ethical issues in publishing and research are available from the Elsevier Researcher Academy.

Expert Advice for Mentoring Phases

• A printable pdf of all the “expert advice” from this section of the course is available here.

Preparing Phase

• Preparing (selection) resources for mentors and mentees from the University of Wisconsin-Madison Institute for Clinical and Translational Research. These include questions to ask yourself before you enter into a mentoring relationship and a checklist for assessing the fit of the mentoring match.

Negotiating Phase

• Negotiating (alignment) resources for mentors and mentees from the University of Wisconsin-Madison Institute for Clinical and Translational Research. These include examples of mentoring compacts and individual development plans.

Cultivating Phase

• Cultivating resources for mentors and mentees from the University of Wisconsin-Madison Institute for Clinical and Translational Research. These include strategies to support mentee learning, assess mentee understanding, maintain effective communication, manage mentoring challenges, and assess relationship quality.
• Suggested structure for conducting a routine 1-hour meeting with a mentee.
• Journal page template for recording discussion points from your mentoring meetings.

Closing Phase

• Closing resources for mentors and mentees from the University of Wisconsin-Madison Institute for Clinical and Translational Research. These include steps for ensuring meaningful closure.
• Checklist for closing phase of mentoring.

Culturally Aware Mentoring

• Key Terms: Four Common Ways in Which Racism Can Manifest in the Life of a Trainee - This resource from the National Research Mentoring Network provides definitions for terms such as bias, privilege, and microaggressions, with links to additional online readings.
• The Careers section of Science magazine’s website regularly publishes articles about diversity issues salient to research training environments and workplaces.
• The National Research Mentoring Network (NRMN), funded by the National Institutes of Health, offers training in Culturally Aware Mentoring and other resources to foster greater diversity in the biomedical research workforce.
• A variety of case studies and activities are available to help research mentors gain insight on how to address equity and inclusion within their mentoring relationships. These can be accessed from the custom curricula section of the website for The Center for the Improvement of Mentored Research Experiences in Research (CIMER) at the University of Wisconsin-Madison.

Effective Communication

• Building a Relationship With a Mentee describes effective interpersonal communication techniques that can help mentors build rapport and create positive relationships with mentees. Content is part of the Clinical Mentoring Toolkit developed by the International Training and Education Center on HIV (I-TECH).
• The MindTools Web site offers a 15-item Communication Quiz and a brief interpretation of your score.
• The Effective Communication Styles Inventory from Wanda Hackett Enterprises can be used to identify your dominant communication style and learn how to interact with people whose styles differ from your own.

Aligning Expectations

• This journal article describes the value of aligning expectations and offers examples of expectations that are important to discuss at the start of a research mentoring relationship. Huskins WC, Silet K, Weber-Main AM, et al. Identifying and aligning expectations in a mentoring relationship. Clin Transl Sci. 2011;4(6):439-47.

Boundary Setting

• A how-to guide for establishing boundaries in a mentoring relationship is available online from the non-profit organization Futurprenuer Canada. Although designed for the business setting, the tool can be adapted for research mentoring relationships.

Trust-Building Behaviors

• This list of behaviors that cultivate/erode trust was developed for the faculty mentoring program at the University of California San Francisco.

Mentor Self-Awareness

• This journal article includes a “Mentor Self-Reflection Template” (Table 3) to help you think critically about your mentoring practices. Anderson L, Silet K, Fleming M. Evaluating and giving feedback to mentors: new evidence-based approaches. Clin Transl Sci. 2011;5(1):71-7.

Balancing Independence and Assistance

• Forrester N. How I learned to ask for help while maintaining my independence. Available at: http://www.sciencemag.org/careers/2018/02/how-i-learned-ask-help-while-maintaining-my-independence. February 22, 2018. Accessed March 27, 2018.
• Shives K. The importance of asking for help. Available at: https://www.insidehighered.com/blogs/gradhacker/importance-asking-help. November 3, 2015. Accessed March 27, 2018.

Cross-Generational Mentoring

• Boysen PG, Daste L, Northern T. Multigenerational Challenges and the Future of Graduate Medical Education. The Ochsner Journal. 2016;16(1):101-107. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4795490/. Accessed March 28, 2018.
• Eckleberry-Hunt J, Tucciarone J. The Challenges and Opportunities of Teaching “Generation Y.” Journal of Graduate Medical Education. 2011;3(4):458-461. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3244307/. Accessed March 28, 2018.
• Establishing effective mentoring relationships across generations. In: Bland CJ, Taylor AL, Shollen SL, Weber-Main AM, Mulcahy PA. Faculty Success Through Mentoring: A Guide for Mentors, Mentees, and Leaders. Lanham, MD: Rowman & Littlefield Publishers, Inc.; 2009:117-128.
• Levine AG. From selfies to selfless: Managing multigenerational teams. Available at: http://www.sciencemag.org/features/2017/09/selfies-selfless-managing-multigenerational-teams. September 14, 2017. Accessed March 27, 2018.
• Marcinkus Murphy W. Reverse mentoring at work: Fostering cross‐generational learning and developing millennial leaders. Human Resource Management. 2012;51(4):549-573.

Cultural Awareness, Mentoring Trainees from Underrepresented Populations

• Bumpus N. Moving toward inclusion. Available at: http://www.sciencemag.org/careers/2015/12/moving-toward-inclusion. December 7, 2015. Accessed March 29, 2018.
• Byars-Winston A, Gutierrez B, Topp S, Carnes M. Integrating theory and practice to increase scientific workforce diversity: a framework for career development in graduate research training. CBE - Life Sciences Education. 2011;10(4): 357-367.Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3228654/. Accessed March 29, 2018.
• Byars-Winston A, McGee R. Digging Deeper, Doing Better: Research Science and the Messiness of Engaging Cultural Diversity. [video]. Boston, MA: National Research Mentoring Network; April 28, 2017. Available at: https://youtu.be/tqLdZjfqkuc. Accessed March 29, 2018.
• Clemmons S. The value of ‘two-way assimilation,’ part I. Available at: http://www.sciencemag.org/careers/2003/09/value-two-way-assimilation-part-i. September 19, 2003. Accessed March 29, 2018.
• Clemmons S. The value of ‘two-way assimilation,’ part II. Available at: http://www.sciencemag.org/careers/2003/11/value-two-way-assimilation-part-ii. November 14, 2003. Accessed March 29, 2018.
• Establishing effective mentoring relationships, especially across gender and ethnicity. In: Bland CJ, Taylor AL, Shollen SL, Weber-Main AM, Mulcahy PA. Faculty Success Through Mentoring: A Guide for Mentors, Mentees, and Leaders. Lanham, MD: Rowman & Littlefield Publishers, Inc.; 2009:91-116.
• Fine E, Handelsman J. Benefits and Challenges of Diversity in Academic Settings. 2nd ed. Madison, WI: Women in Science & Engineering Leadership Institute (WISELI), University of Wisconsin-Madison; 2010. Available at: http://wiseli.engr.wisc.edu/docs/Benefits_Challenges.pdf. Accessed March 29, 2018.
• Gardner SK. The challenges of first‐generation doctoral students. New Directions for Higher Education. 2013;263:43-54.
• Langin K. When you’re the only woman: The challenges for female Ph.D. students in male-dominated cohorts. Available at: http://www.sciencemag.org/careers/2018/10/when-you-re-only-woman-challenges-female-phd-students-male-dominated-cohorts. October 24, 2018. Accessed November 8, 2018.
• Limbach P. Can a white male really be an effective mentor? Available at: http://www.sciencemag.org/careers/2002/02/can-white-male-really-be-effective-mentor. February 15, 2002. Accessed March 29, 2018.
• Manson SM. Personal journeys, professional paths: Persistence in navigating the crossroads of a research career. American Journal of Public Health. 2009;99(S1):S20-25. Available at: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2724960/. Accessed March 29, 2018.
• Pain E. Survey highlights the challenges disabled academics face – and what can be done to address them. Available at: http://www.sciencemag.org/careers/2017/05/survey-highlights-challenges-disabled-academics-face-and-what-can-be-done-address-them. May 15, 2017. Accessed March 29, 2018.
• Perception Institute, https://perception.org/: Offers evidence-based reports and other resources aimed at understanding bias and reducing discrimination linked to race, gender, and other identity differences.
• Williams SN, Thakore BK, McGee R. Career Coaches as a Source of Vicarious Learning for Racial and Ethnic Minority PhD Students in the Biomedical Sciences: A Qualitative Study. PLoS ONE. 2016;11(7):e0160038. Available at: https://doi.org/10.1371/journal.pone.0160038. Accessed March 29, 2018.

Giving and Receiving Feedback

• Effective feedback and difficult conversations: learning pearls for mentors and mentees. In: Brigham and Women’s Hospital Mentoring Curriculum and Toolkit. Available at: http://bwhmentoringtoolkit.partners.org/effective-feedback-and-difficult-conversations/pearls-for-mentors-and-mentees-2/. Accessed March 28, 2018.
• Fiske P. The joy of criticism. Available at: http://www.sciencemag.org/careers/2000/07/joy-criticism. July 7, 2000. Accessed March 28, 2018.

Having Difficult Conversations

• Bickel J, Rosenthal SL. Difficult issues in mentoring: Recommendations on making the “undiscussable” discussable. Academic Medicine. 2011;86(10):1229-1234.
• Polito JM. Effective communication during difficult conversations. The Neurodiagnostic Journal. 2015;53:2:142-152
• Ringer, J. We have to talk: A step-by-step checklist for difficult conversations. Available at: http://www.judyringer.com/perch/resources/we-have-to-talk-with-checklist-for-powerful-conversations-and-openings.pdf. Accessed March 27, 2018.

Scientific Writing

• List of recommended books on scientific writing and productive writing habits.
• The Elsevier Researcher Academy offers free e-learning resources on topics such as writing for research and the publication process.
• Baldwin I. Making Scientific Writing Painless [video]. San Francisco, CA: iBiology; June 2016. Available at: https://www.ibiology.org/professional-development/making-scientific-writing-painless/. Accessed March 28, 2018.
• Doumont J, ed. English Communication for Scientists. Cambridge, MA: NPG Education, 2010. Available at: https://www.nature.com/scitable/ebooks/english-communication-for-scientists-14053993. Accessed March 28, 2018.
• Hughes B. Mentoring research writers. In: Pfund C, Branchaw J, Handelsman J. Entering Mentoring. 2nd ed. New York, NY: W.H. Freeman & Co.; 2015:98-104.
• Wagenmakers E-J. Teaching graduate students how to write clearly. Available at: https://www.psychologicalscience.org/observer/teaching-graduate-students-how-to-write-clearly. April 2009. Accessed March 28, 2018.

Stress and Burnout

• Evans TM, Bira L, Gastelum JB, Weiss LT, Vanderford NL. Evidence for a mental health crisis in graduate education. Nature Biotechnology. 2018;36(3):282–284.
• Levine IS. Mind Matters: troubled colleagues. Available at: http://www.sciencemag.org/careers/2011/03/mind-matters-troubled-colleagues. March 11, 2011. Accessed March 28, 2018.
• Pain E. Graduate students need more mental health support, new study highlights. Available at: http://www.sciencemag.org/careers/2018/03/graduate-students-need-more-mental-health-support-new-study-highlights. March 6, 2018. Accessed March 28, 2018.
• UCSF Office for Postdoctoral Scholars: Postdoc Guide to Caring for Yourself and Your Colleagues. Available at: https://postdocs.ucsf.edu/sites/postdocs.ucsf.edu/files/wysiwyg/Postdoc-Guide-to-Caring-April-2017.pdf. April 2017. Accessed March 28, 2018.

Time Management, Work-Life Balance

• Boss JM, Eckert SH. Academic scientists at work: Where’d my day go?. Available at: http://www.sciencemag.org/careers/2004/04/academic-scientists-work-whered-my-day-go. April 9, 2004. Accessed March 28, 2018.
• Howard Hughes Medical Institute, Burroughs Wellcome Fund. Time management. In: Bonetta L, ed. Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty. 2nd ed. Research Triangle Park, NC: Burroughs Wellcome Fund; 2006. Available at: https://www.hhmi.org/sites/default/files/2023-10/making-the-right-moves-second-edition.pdf. Accessed March 28, 2018.
• Pain E. Improving your work-life balance. Available at: http://www.sciencemag.org/careers/2014/02/improving-your-work-life-balance. February 17, 2014. Accessed March 28, 2018.

• The University of California San Francisco’s Faculty Mentor Training Program has compiled a variety of case scenarios about mentoring.
• The Center for the Improvement of Mentored Research Experiences in Research (CIMER) at the University of Wisconsin-Madison includes numerous case studies in their curricula for training mentors and mentees.