open door presentation notes

8/7/2019 Open Door Presentation Notes

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2/15

Allresearchershavehadadvisorsyettherearefarlessthosefortunateenoughtohave

beenmentored.Anadviseroverseestheconductofresearch,offeringguidanceandadvice

ontheresearch,butamentortakesonapersonalresponsibilityindevelopingthe

researcherfortheirfuturecareerinterests.

Allowsome

feed

back

for

the

question

What

characteristics

do

you

believe

distinguish

a

MentorfromanAdvisor?


3/15

Inessence,anadvisorsroleisdefinedbywhathedoesacademically(i.e.selectionof

courses,directsthesisordissertation)whereasamentorsroles,althoughnotclearly

definedbecauseanadvisorcanbecomeamentor,takesamorepersonalinterest(i.e.

facilitatesgrowthanddevelopment,becomesatrustedallythroughoutgraduateand

postdoctoralcareer,socializesthestudenttothescientificcommunity,hasalargeinfluence

inmodeling

the

thinking

and

problem

solving

of

the

student).

Afterfurtherdiscussingtheseindividualfeaturesofadvisorandmentorcharacteristics

focus)ItmaybeimportanttosegweyintothenexttopicofTypesofMentortrainee

relationshipsbyaskingInpractice,howcanthesefeaturesbeexpressedintheMentor

traineerelationship?

Atthispointitmightalsobeimportanttoinformthatyouwillbeusingthetermsstudent

andtraineeinterchangeably.


4/15

Theissuehereistheclassicexampleofaskingforamentorwheninrealitywhatyouhave

isanadvisor.Redirectthestudentstotheaforementioned rolesofanadvisor particularly

stressingthattheymaybeperformingallthosedutiesnotjustforonestudentalone!Also

explaintheaddedresponsibilitiesofteachingduties,obligationstoserveasreviewersfor

journals,grantsandotherinstitutionalcommittees.Advisinggradstudentsisessentialbut

notthe

only

aspect

of

an

advisors

duties

in

an

academic

institutionand

not

one

that

is

heavilyrewardedbyacademicinstitutions.

Followthegapsleftbyanadvisortomeettheneedsofthisstudentbycontrastingthe

rolesthatmentorstakeon.

Anticipatethisquestion:WhatshouldIdotheniftheadvisornotonlydoesnotprovide

thementorIlookforbutratherbeginstoharmmyprogress?Ifitcomesupatthistime

reassurethestudentsthatyouWILLallowfurtherdiscussionaboutChoosingYour

Mentor.

Also assure

them

that

most

institutions

have

established

protocols

for

changing

advisorswhenjustifiedandnecessaryforthestudentsbestinterest.


5/15

One-on-one:

PI-Student relationship where the PI/Mentor is the main source ofknowledge and experience for the trainee.

Peer Relationship exists when both the mentor and the student rarely differin status and therefore collaboration is the main emphasis.

*This is seldom the case when two training researchers are involved ini erent aspects o t e arger researc stu y eing investigate y t e

same PI. In particular one trainee will have more experience in the area andtake one the other as a trainee.

Group:

One mentor several trainees where one mentor assists several trainees at.

accomplished and larger interaction/dissemination of knowledge. Currently

a common practice in most academic institutions, possibly the very onethese students are in implements this style of mentorship.

*How do you suppose productivity becomes a factor in this type ofrelationship? Interact with students on the following:

More work more progress?

More workers more stress on management?

MultipleMentors:

One trainee and multiple mentors allows for the balancing of roles amongstmentors. Allows less obligation for a single mentor fulfill. Usually most

doctoral students heed to a committee who may function in this manner.


6/15

Forrelevantnotes,continuetonextslide whichpresentstherelevantlink.


7/15

Inupholdingtheseresponsibilities(mentorandtraineealike)theremaybeseveralareas

whereconflictsexist.Itisthereforeimportantforthementortodiscusspossibleareasof

conflictandaddresshowvaluesshouldbesharedbetweentheminordertoprioritizethe

approachesinhandlingconflicts.Thenexttopicwilladdressthesequestionsassociatedto

challengesmentorsandtraineesfaceintheresearchenvironment.


8/15

Justifyingprioritieslike:(For eachpointitisessentialthatthestudentsmentoranswerthe

questionsassociatedbelowinordertobeagoodmentor)

o Duty to scientific advancement

*Of those in my program or department junior to me, who is

pursuing work or has strengths similar to my own?o Duty to the institution.

*so I can retire or explore other opportunities?

o Duty to educate the trainee.

*Of those in my program or department junior to me, whoappears to be struggling in an area that is my strength?


9/15

Identifying interests

o What are my research ambitions?

o What are my current research skills and knowledge?

o How can this, or that, mentor provide the bestresearch/educational experience for my future career goals?

Networking and the Future (Important things to answer for yourself)

o What is the timetable to completing my education/training?

o With whom should I begin establishing a professionalrelationship that will provide me access to future endeavors?

Varies by mentor, but should be a top priority while under anymentorship.


10/15

Whatfactorswouldyouasamentorgivepriority?


11/15

Whatfactorswouldyouasatraineegivepriority?


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