Mentor Resources
Preparing for Your Conversation
Workshops

Toolkits
There are 10 toolkits for mentors, to support the continuous improvement of postdoc mentoring practices. Each toolkit contains:
- An evidence-based video that introduces the topic of interest
- A video where fellow mentors share about their mentoring practices and favorite tools
- Reflection prompts to prepare to actively listen to the mentee
- Additional readings, videos and podcasts to further explore the topic

- Setting Expectations
Introduction
Mentor Interviews
Introduction Video References
- Aligning Expectations Table from the Postdoc Academy.
- Masters KS, Kreeger PK (2017) Ten simple rules for developing a mentor–mentee expectations document. PLoS Comput Biol 13(9): e1005709.
Reflection Prompts
- What do you expect from your postdocs?
- How do you help new postdocs acclimatize to your team/new projects?
- How have you efficiently communicated these expectations in the past?
- How do you focus on self-efficacy and support? What are key things to say?
- We suggest that you assess these expectations in a conversation with your postdoc, using this Finding Alignment on Expectations checklist.
Additional Resources
Read
- Snapp, E., 9 Tips for a successful Postdoc experience, Addgene Blog, 2018.
- Bottomley, L., What can you expect from your mentoring relationship?, Michigan State University Extension, 2015.
- Landry, A., and Lewiss, R.E., What Efficient Mentorship Looks Like, Harvard Business Review, 2020.
- Wengert, E., Mentor as you’d want to be mentored, Science, 2021.
- Rock, D., SCARF: a brain-based model for collaborating with and influencing others, Neuroleadership Journal, 2008.
Watch
- Preparing for your first mentoring meeting, The Academy of Medical Sciences.
- Refresh your Mentoring Skills – Webinar, The Academy of Medical Sciences.
Listen
Act
- Setting Boundaries in Mentoring Relationships, NIH-HHS Mentoring Program.
- Worksheet to set S.M.A.R.T.E.R. goals, Tracy Costello, Coach for postdocs.
- Conceptualizing and Writing a Statement of Mentoring Philosophy, The University of Pittsburgh, Department of Communications.
- Creating a Mentoring Philosophy Statement, How-To worksheet, OHSU Mentoring Academy.
- Building an Actionable Career Plan
Introduction
Mentor Interviews
Introduction Video References
- Vincent et al, Individualized Development Plans aren’t just more paperwork, Molecular Cell 58, 2015.
- T. W. H. Ng et al, Predictors of objective and subjective career success: A meta-analysis, Pers. Psychol. 58, 367–408; 2005.
- Langin, K., In a first, U.S. private sector employs nearly as many PhDs as schools do, Science, 2019.
- Moore, M., The Changing Landscape of tenure-Track Positions, HigherEd Jobs, 2019.
- myIDP tool, https://myidp.sciencecareers.org/, Science Careers (career exploration and planning tool for STEM PhD students and postdocs).
- ImaginePhD tool, https://www.imaginephd.com/, (career exploration and planning tool for Humanities & Social Sciences PhD students and postdocs).
Reflection Prompts
- In what areas (career, personal development) do you feel most equipped to support your mentees?
- How can you still support them in areas where you feel less equipped to do so?
- Are there areas that the mentee did not mention in their plan that you think are important for them to include? How could you support them?
Additional Resources
Read
- Haak, L., A career-development plan for postdocs, Science, 2022.
- Gould, J., Career development: a plan for action, Nature, 2017.
- Sinche, M., et al, An evidence-based evaluation of transferable skills and job satisfaction for science PhDs, PLoS One, 2017.
- The Salmon Leap for PhDs: Swimming upstream: A transition from Academia to Industry, Matteo Tardelli (book).
Watch
- The Fantasy, the Ideal, and the Reality of Career Exploration, UCSF MIND.
- PhD Career Change | My Roadmap for success, Andy Stapleton.
Listen
- How to check your readiness to leap out of academia, from the Postdoc Transformation Podcast.
- Career and Time Management Advice, Faculty Factory Podcast.
Act
- Career plan templates and instructions to build a career plan, The Postdoc Academy.
- Worksheet to set S.M.A.R.T.E.R. goals, Tracy Costello, Coach for postdocs.
- Developing Resilience
Introduction
Mentor Interviews
Introduction Video References
- Lashuel, The busy lives of academics have hidden costs – and universities must take better care of their faculty members, Nature, 2020.
- Grinstein & Treister, The unhappy postdoc: a survey based study, F1000 Research, 2018.
- Alves, Oliveira, da Silva Paro, Quality of life and burnout among faculty members: How much does the field of knowledge matter?, PLoS One, 2019.
- Langin, As professors struggle to recruit postdocs, calls for structural change in academia intensify, Science, 2019.
- Wanelik et al., Breaking barriers? Ethnicity and socioeconomic background impact on early career progression in the fields of ecology and evolution, 2020, Ecology & Evolution.
- LaMonaca Wisdom, M. Faculty Job Dissatisfaction Isn’t About ‘Burnout’, 2023, The Chronicle of Higher Education.
- London & Noe, London’s Career Motivation Theory: An Update on Measurement and Research, Journal of Career assessment, 1997.
- Boice, R. “Quick Starters: New Faculty Who Succeed.” New Directions for Teaching and Learning, no. 48. San Francisco: Jossey-Bass, 1991, 111-121.
- JOMO (Joy Of Missing Out) Cartoon: https://www.leunig.com.au/works/recent-cartoons/769-jomo.
- Cravens, Nelson, Siders, Ulibarri, Why four scientists spent a year saying no, Nature, 2022.
- Woolston, Full time is full enough, Nature, 2017.
- Rest as Resistance, The Nap Ministry, Tricia Hersey.
Reflection Prompts
- How are you doing? Physically, mentally, spiritually, socially, environmentally, intellectually, financially…?
- How do you ask your mentees about their resilience?
- How do you define vs demonstrate productivity and work/life integration?
Additional Resources
Read
- Cao & Ngetich, The need to normalize failure, Nature Reviews Chemistry, 2023.
- Work-Life Balance for Postdocs, National Postdoc Association.
- Heidt, Heeding the happiness call: why academia needs to take faculty mental health more seriously, Nature, 2023.
Watch
- Resources on Resilience, The Postdoc Academy
- Public Webinars on Mental Health in Academia (recordings available on that same webpage), Lashuel Lab, EPFL.
Listen
- Unraveling Faculty Burnout, Rebecca Pope-Ruark, from Teaching in Higher Ed.
- Professor-ing when life happens, and The Other R&R (Recreation & Rest) from the PROFESSOR-ING Podcast.
- Ten Things Early-Career Professional Can Do to Promote Better Work-Life Balance, Faculty Factory Podcast.
Act
- Take the HealthyWork Survey, as an individual or employer, see what you learn from it, and explore resources to reduce workplace stressors on the HealthyWork website.
- Mental Health First Aid for Higher Education, if not already offered at your institution.
- Working Effectively in an Intercultural Environment
Introduction
Mentor Interviews
Introduction Video References
- Source of the identity wheel: https://ukrio.org/resources/research-integrity-resources/equality-diversity-and-inclusion/
- Powell, K., Academia’s ableist culture laid bare, Nature, 2021.
- Boustani, K. and Taylor, K.A., Navigating LGBTQ+ discrimination in academia: where do we go from there?, The Biochemist, 2020.
- Hardeman, K., I’m a Black scientist, tired of facing racism and exclusion from academia, Science Careers, 2023.
- Eaton, A.A., et al, How Gender and Race Stereotypes Impact the Advancement of Scholars in STEM: Professors’ Biased Evaluations of Physics and Biology Post-Doctoral Candidates, Sex Roles, 2020.
- Stansbury, A., Economics Needs More Socioeconomic Diversity, Harvard Business review, 2022.
- Cornwall, A.,Mentoring Underrepresented Minority Students (when you are white), Inside Higher Ed, 2020.
- SEARLE CENTER for advancing learning and teaching, Defining DEIJ.
Reflection Prompts
- How do you help all mentees feel welcome to your team?
- Sense of belonging is critical to a mentee’s success. How might you determine it for your mentees?
- Your mentees likely need different kinds of academic, career and psychosocial support. How do you provide differentiated and equitable support?
- Would you like a more diverse team? How might you go about achieving greater diversity?
Additional Resources
Read
- Implicit Bias: What it means and How It Affects Behavior, ThoughtCo., 2019.
- Social Identities and Systems of Oppression, National Museum of African American History and Culture.
- Wanelik, K.M., et al, Breaking barriers? Ethnicity and socioeconomic background impact on early career progression in the fields of ecology and evolution, Ecology & Evolution, 2020.
- Kumagai, Arno K. MD; Lypson, Monica L. MD. Beyond Cultural Competence: Critical Consciousness, Social Justice, and Multicultural Education. Academic Medicine 84(6):p 782-787, June 2009.
Watch
- On Diversity: Access Ain’t Inclusion, Anthony Jack, TED Talk.
- Get comfortable with being uncomfortable, Luvvie Ajayi, TED Talk.
- Mentoring URM Faculty for Academic Excellence, STFM, YouTube video.
- How Does Mentoring Impact Diversity in the Biomedical and Behavioral Research Workforce?, NIH Scientific Workforce Diversity Seminar (recording).
Listen
- Podcast episodes on mentoring, Faculty Factory Podcast.
Act
- CARES Mentoring Online Training Program – for a mentee-centered mentoring approach that acknowledges and addresses the psychological needs of mentees – by the University of Minnesota, the Center for Self-Determination Theory, and the National Research Mentoring Network.
- Register for the CARES training program as a guest following these instructions.
- Note: the system needs a few minutes to acknowledge your profile, before you can access UMinnesota’s Canvas and take the course.
- Unconscious Bias Online Course, National Research Mentoring Network (NRMN). This course will help you address your personal unconscious bias, teach you about microaggressions, provide a solutions toolkit, develop your self-awareness, and discuss bias and disparities in medicine and healthcare.
- Exploring Leadership
Introduction
Mentor Interviews
Introduction Video References
- Whitehead, J., Directing, Coaching, Supporting & Delegating Are What?, Situational Leadership.
- Schmid, S., Optimizing Post-Doc Training: Getting the Post Doc Training You Need, iBiology.
Reflection Prompts
- What attributes/adjectives would you use to define your mentee’s leadership style?
- How do they demonstrate these characteristics? What evidence would you use to illustrate your description?
- In what areas would you advise that your postdoc mentee further develop their leadership skills, and why? What opportunities would they have to practice or hone their skills?
Additional Resources
Read
- Kotter, J.P., What Leaders Really Do, Harvard Business Review.
- Denny’s Relationship Table, Northwestern University.
- How do I choose a mentor? A postdoc’s guide, The Nerd Coach.
Watch
- Exploring Leadership Frameworks, Adam Goodman, Postdoc Academy.
Listen
- EmpowerED to Lead, Podcast from Wayne State University.
- What’s missing in Academic Leadership, Your Unapologetic Career Podcast.
Act
- Leadership & Management Foundations for Academic Medicine & Science, AAMC.
- Building Academic Leaders in the Humanities, Five College Consortium.
- Giving & Receiving Feedback
Introduction
Mentor Interviews
Introduction Video References
- Buckingham & Goodall, The Feedback Fallacy, Harvard Business Review, 2019.
- Sheila Heen & Douglas Stone, Finding Coaching in Criticism, Harvard Business Review, 2014.
Reflection Prompts
- What makes feedback giving effective, in your opinion?
- What makes feedback giving efficient, in your opinion?
- How do you like receiving feedback?
- How do you think the mentee you will soon chat with likes receiving feedback?
- What has been (or what do you think could be) helpful for mentees to gain feedback giving experience? How can you support them?
Additional Resources
Read
- How to start your lab, 8 PIs share what they wish they knew, eBook, NanoTemperTech.
- The Feedback Fallacy: How to make feedback work in the workplace, Forbes.
Watch
- Why feedback fails, Marcus Buckingham, YouTube video.
Listen
- Optimizing Performance through Preparation and Feedback with Mark Guadagnoli, Faculty Factory Podcast.
- How to give and receive feedback painlessly with Andrew Wilner, Faculty Factory Podcast.
Act
- The Engaged Feedback Checklist, Dare to Lead, Brené Brown.
- The new feedback giving approach, from the Feedback Fallacy table
- Time Management
Introduction
Mentor Interviews
Introduction Video References
- Bartlett, Arsan, Bankston, Sarabipour, Ten Simple Rules to Improve Work-Life Balance, PLoS Computational Biology, 2021.
- Susi, Shalvi, & Srinivas, “I’ll work on it over the weekend”: high workload and other pressures faced by young researchers, Nature, 2019.
- Flaherty C., So Much to Do, So Little Time, Inside Higher Ed, 2014.
Reflection Prompts
- How do you manage and protect your time?
- What advice do you provide your mentees regarding time management?
- How do you exemplify time management?
- Are there opportunities for you to re-define work expectations within your department or discipline?
- What do you think your mentee struggles the most with, given your prior conversations, when it comes to time management? How can you support them?
Additional Resources
Read
- Time Management: Seize the moment, J. M. Perkel, 2015, Nature
- The Awesomest 7-Year Postdoc or: How I learned to Stop Worrying and Love the Tenure-Track Faculty Life, R. Nagpal, 2013, Scientific American Blog Network
- The Art of ‘No’, Robin Bernstein, 2017 The Chronicle of Higher Education
- Time Management, Chapter 6 in Making the Right Moves, A Practical Guide to Scientifıc Management for Postdocs and New Faculty, BWF, HHMI.
Watch
- Time Management in Academia, M. Rillig, 2021, YouTube video
- The Philosophy of Time Management, Brad Aeon, TEDx, YouTube video
Listen
- Using Time Productively, Faculty Factory Podcast
- Time Management & Efficiency, Faculty Factory Podcast
- Professor-ing when life happens, from the PROFESSOR-ING Podcast
- Transferable Skills
Introduction
Mentor Interviews
Introduction Video References
- Langin, K., In a first, U.S. private sector employs nearly as many PhDs as schools do, Science, 2019.
- Moore, M., The Changing Landscape of tenure-Track Positions, HigherEd Jobs, 2019.
- Sinche M, Layton RL, Brandt PD, O’Connell AB, Hall JD, Freeman AM, et al. (2017) An evidence-based evaluation of transferable skills and job satisfaction for science PhDs. PLoS ONE 12(9): e0185023.
Reflection Prompts
- How could you approach this conversation with curiosity?
- What are some transferable skills/aptitudes of your mentee? How could you help them see these abilities as transferable skills?
- How could your mentee practice these skills in other settings, beyond academic research?
Additional Resources
Read
- Langin, K., Amid pandemic, U.S. faculty job openings plummet, Science, 2020.
- Woolston, C., Seeking an ‘exit plan’ for leaving academia amid coronavirus worries, Nature, 2020.
- Kruger, P., Why it is not a ‘failure’ to leave academia, Nature, 2018.
- The Transferable Postdoc, Kendall Powell, Science, 2014.
- Transferable skills for industry, Courtney Chandler, 2021, ASBMB Magazine.
- 11 Reasons to ignore the haters and major in the Humanities, Max Nisen, 2013, INSIDER.
Watch
- Invest in your strengths, Marcus Buckingham, YouTube video.
- 3 Steps to Identify and Articulate Transferable Skills, UC Davis Internship & Career Center, YouTube video.
- Identifying and Articulating Transferable Skills, PHutures, John Hopkins University, YouTube video.
Listen
- How to uncover your unique strengths, Let’s Fix Monday Podcast.
- Relationship Building, Transferable Skills, and Professional Growth with Penny S. Edwards, Faculty Factory Podcast.
- Coaching and Strength-based approaches to keep us progressing with Rachel Salas, Faculty Factory Podcast.
Act
- A Simple Matrix to Self-Assess Career Planning Preparedness, Sarah Blackford, BioScience Careers.
- Clement, L., Dorman, J.B., and McGee, R., The Academic Career Readiness Assessment: Clarifying Hiring and Training Expectations for Future Biomedical Life Sciences Faculty, Life Sciences Education, 2020. The ACRA tool is available on UCSF’s website.
- How to talk about your strengths and weaknesses in an interview, Tim Hodges and Bailey Nelson, Gallup, 2022.
- Strategic Networking
Introduction
Mentor Interviews
Introduction Video References
- Nowell, L., Ovie, G., Kenny, N. et al. Postdoctoral scholars’ perspectives about professional learning and development: a concurrent mixed-methods study. Palgrave Commun 6, 95 (2020).
- Medha Raj, Nathanael J. Fast, and Oliver Fisher, Identity and Professional Networking, Personality and Social Psychology Bulletin 2017 43:6, 772-784.
- Mapping and Building your Developmental Network, ©Kram & Higgins 2013, Boston University Medical Campus – Faculty Development (Worksheet).
Reflection Prompts
- Who (categories/groups of people) do you have in your professional network? Why?
- How do you maintain networking relationships with your connections?
- How do you answer connection/informational interview requests? What about those requests made you want to provide support? How could your mentee structure requests accordingly?
- How could you support your mentee to access connections inside and outside of your network, depending on their career objectives?
Additional Resources
Read
- Francesca Gino, Maryam Kouchaki, and Tiziana Casciaro, Learn to Love Networking, Harvard Business Review, 2016.
- Beronda Montgomery, Evolving from a focus on mentee to cultivating a mentoring ecosystem, 2019.
- Robin Bernstein, How to talk to famous professors, The Chronicle of Higher Education, 2017.
Watch
- How to find the person who can help you get ahead at work, Carla Harris, TED Talk.
- Networking effectively from the start of your doctorate to the end of your postdoc, Penn Career Services, YouTube video.
Listen
- Podcast Episodes on Networking, Faculty Factory Podcast.
- Ten steps to transition your career into business, Postdoc Transformation Podcast.
Act
- Mapping and Building your Developmental Network, ©Kram & Higgins 2013, Boston University Medical Campus – Faculty Development (Worksheet).
- Managing Career Transitions
Introduction
Mentor Interviews
Introduction Video References
- Aziz, E. E. (2015). Project closing: the small process group with big impact. Paper presented at PMI® Global Congress 2015—EMEA, London, England. Newtown Square, PA: Project Management Institute (PMI).
- Haberthur, K., Leaving Lab: How to Best Transition from the Lab, Bitesize Bio, 2016.
Reflection Prompts
- How knowledgeable are you of the specific interview process your mentee is (likely to be) going through to transition into their next career step?
- How can you support them even if you do not know where to start?
- What process do you want your mentees to follow to close their projects or transfer them to other mentees?
Additional Resources
Read
- Nogrady, B., Exiting gracefully: how to leave a job behind, Nature Careers, 2021.
- Phases of the mentoring relationship, National Institute for Health and Care Research (NIHR).
- Vick, J.M., and Furlong, J.S., Dealing with a difficult adviser, The Chronicle of Higher Education, 2010.
- Darling, Lu Ann W. EdD. What To Do About Toxic Mentors. Nurse Educator 11(2):p 29-30, March 1986.
- Talk It Out: Dealing with a Tough Situation, Duke Faculty Advancement, 2021.
- Alle-Hardisty, L, Dealing with a difficult team member? Five tips to help you make better decisions, Forbes, 2021.
Watch
- Stages of the Mentoring Relationship (excerpt of the video “Preparing your first mentoring meeting”, A webinar with Dr Amy Iversen, The Academy of Medical Sciences), YouTube video.
Listen
- Breaking Up is Hard To Do, Professor-ing Podcast.
- Supporting Postdoc Career & Professional Development
Optional Preliminary Readings
San C McConnell, Erica L Westerman, Joseph F Pierre, Erin J Heckler, Nancy B Schwartz (2018), “Research: United States National Postdoc Survey results and the interaction of geender, career choice and mentor impact”, eLife 7:e40189. https://doi.org/10.7554/eLife.40189
Synopsis: This eLife paper reports data collected through a national survey of postdoctoral scholars (7,603 postdoctoral respondents from 351 US institutions), conducted to collect demographic data, factors impacting their satisfaction with the mentoring received, and key factors influencing their career decisions. Among the survey respondents, 53% were female and 47% male, 54.5% were 30-34 years old, 51% were non-US citizens, and 71% had male mentors. Male respondents were more likely than female respondents to be married/partnered and have children. Male respondents were also likely to be paid more than female respondents, on average, and the salary received varied from a field/state to another – a detailed map of the cost-of-living-adjusted postdoctoral income is provided in Figure 2. Interestingly and beside access to specific professional development opportunities (e.g., training in pedagogy or mentoring), two factors were found to significantly impact postdoctoral scholars’ career decisions and satisfaction with the mentoring received: the perceived mentor support of their career plan and feelings of career preparedness.
Beronda L. Montgomery, Fátima Sancheznieto, and Maria Lund Dahlberg, (2022), “Academic Mentorship Needs a More Scientific Approach,” Issues in Science & Technology, Vol. 38, No. 4, pp. 84-87.
Synopsis: the authors of this piece highlight the central role mentorship plays in the research enterprise, given how it impacts academic innovation and the personal development and career of early-career researchers. They call for individual researchers and institutions to intentionally devote attention to mentorship, by: (1) using an evidence-based approach to redefine mentorship as a collaborative process in which both the mentee and the mentor give to and take from each other, (2) including intentional reflection and planning of career development support of junior researchers in grant proposals, (3) supporting mentors willing to continuously improve their mentoring practices and mentees to seek to build a network of mentors, (4) recognizing mentors who have a positive impact on their mentee’s personal and professional development through standalone awards that are distinct from other service or teaching awards. The authors end their piece with these words: “Mentorship is central to the research ecosystem, and it must be treated as such. Mentorship takes skill, time, effort, resources, and dedicated individuals who should be adequately trained, recognized, and valued. Intentions, however good, will not make up for a lack of intentionality: our future scientists and science are at stake.”
Introduction Video
References
- Wood CV, Jones RF, Remich RG, Caliendo AE, Langford NC, Keller JL, et al. (2020) “The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students.”, PLoS ONE 15(6): e0234259. https://doi.org/10.1371/journal.pone.0234259
- Ben J. Vincent, Clarissa Scholes, Max V. Staller, Zeba Wunderlich, Javier Estrada, Jeehae Park, Meghan D.J. Bragdon, Francheska Lopez Rivera, Kelly M. Biette, Angela H. DePace, (2015) “Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork”, Molecular Cell, 58(5), pp.718-721, https://doi.org/10.1016/j.molcel.2015.04.025.
- Masters KS, Kreeger PK (2017) Ten simple rules for developing a mentor–mentee expectations document. PLoS Comput Biol 13(9): e1005709. https://doi.org/10.1371/journal.pcbi.1005709
Discussion Questions
- How does your definition of a successful postdoc position align with your postdoc mentees’? How do you know?
- What tools do you use to set and (re)align expectations with postdocs’ vision of success/career prospects? Why do you find them helpful?
- How does the department or the institution support postdocs and their mentors accordingly?
- How do you orient or onboard new postdocs to your team right after they join?
- How do you and your postdocs characterize productivity, healthy work/life integration and boundaries?
- How do you evaluate the effectiveness of your mentoring practices? What data/information do you use to decide whether you need to change something in your mentoring approach?
- Is there a strategy that you heard today, either during pre-session or from your colleagues, that you think our program or department should implement?
- How can we iterate on this work over time?
- Cultivating Inclusive Research Teams
Optional Preliminary Readings
San C McConnell, Erica L Westerman, Joseph F Pierre, Erin J Heckler, Nancy B Schwartz (2018), “Research: United States National Postdoc Survey results and the interaction of geender, career choice and mentor impact”, eLife 7:e40189. https://doi.org/10.7554/eLife.40189
Synopsis: This eLife paper reports data collected through a national survey of postdoctoral scholars (7,603 postdoctoral respondents from 351 US institutions), conducted to collect demographic data, factors impacting their satisfaction with the mentoring received, and key factors influencing their career decisions. Among the survey respondents, 53% were female and 47% male, 54.5% were 30-34 years old, 51% were non-US citizens, and 71% had male mentors. Male respondents were more likely than female respondents to be married/partnered and have children. Male respondents were also likely to be paid more than female respondents, on average, and the salary received varied from a field/state to another – a detailed map of the cost-of-living-adjusted postdoctoral income is provided in Figure 2. Interestingly and beside access to specific professional development opportunities (e.g., training in pedagogy or mentoring), two factors were found to significantly impact postdoctoral scholars’ career decisions and satisfaction with the mentoring received: the perceived mentor support of their career plan and feelings of career preparedness.
Beronda L. Montgomery, Fátima Sancheznieto, and Maria Lund Dahlberg, (2022), “Academic Mentorship Needs a More Scientific Approach,” Issues in Science & Technology, Vol. 38, No. 4, pp. 84-87.
Synopsis: the authors of this piece highlight the central role mentorship plays in the research enterprise, given how it impacts academic innovation and the personal development and career of early-career researchers. They call for individual researchers and institutions to intentionally devote attention to mentorship, by: (1) using an evidence-based approach to redefine mentorship as a collaborative process in which both the mentee and the mentor give to and take from each other, (2) including intentional reflection and planning of career development support of junior researchers in grant proposals, (3) supporting mentors willing to continuously improve their mentoring practices and mentees to seek to build a network of mentors, (4) recognizing mentors who have a positive impact on their mentee’s personal and professional development through standalone awards that are distinct from other service or teaching awards. The authors end their piece with these words: “Mentorship is central to the research ecosystem, and it must be treated as such. Mentorship takes skill, time, effort, resources, and dedicated individuals who should be adequately trained, recognized, and valued. Intentions, however good, will not make up for a lack of intentionality: our future scientists and science are at stake.”
Introduction Video
References
- Wood CV, Jones RF, Remich RG, Caliendo AE, Langford NC, Keller JL, et al. (2020) “The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students.”, PLoS ONE 15(6): e0234259. https://doi.org/10.1371/journal.pone.0234259
- Ben J. Vincent, Clarissa Scholes, Max V. Staller, Zeba Wunderlich, Javier Estrada, Jeehae Park, Meghan D.J. Bragdon, Francheska Lopez Rivera, Kelly M. Biette, Angela H. DePace, (2015) “Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork”, Molecular Cell, 58(5), pp.718-721, https://doi.org/10.1016/j.molcel.2015.04.025.
- Masters KS, Kreeger PK (2017) Ten simple rules for developing a mentor–mentee expectations document. PLoS Comput Biol 13(9): e1005709. https://doi.org/10.1371/journal.pcbi.1005709
Discussion Questions
- How does your definition of a successful postdoc position align with your postdoc mentees’? How do you know?
- What tools do you use to set and (re)align expectations with postdocs’ vision of success/career prospects? Why do you find them helpful?
- How does the department or the institution support postdocs and their mentors accordingly?
- How do you orient or onboard new postdocs to your team right after they join?
- How do you and your postdocs characterize productivity, healthy work/life integration and boundaries?
- How do you evaluate the effectiveness of your mentoring practices? What data/information do you use to decide whether you need to change something in your mentoring approach?
- Is there a strategy that you heard today, either during pre-session or from your colleagues, that you think our program or department should implement?
- How can we iterate on this work over time?
- Supporting Postdoc Wellness & Resilience
Optional Preliminary Readings
San C McConnell, Erica L Westerman, Joseph F Pierre, Erin J Heckler, Nancy B Schwartz (2018), “Research: United States National Postdoc Survey results and the interaction of geender, career choice and mentor impact”, eLife 7:e40189. https://doi.org/10.7554/eLife.40189
Synopsis: This eLife paper reports data collected through a national survey of postdoctoral scholars (7,603 postdoctoral respondents from 351 US institutions), conducted to collect demographic data, factors impacting their satisfaction with the mentoring received, and key factors influencing their career decisions. Among the survey respondents, 53% were female and 47% male, 54.5% were 30-34 years old, 51% were non-US citizens, and 71% had male mentors. Male respondents were more likely than female respondents to be married/partnered and have children. Male respondents were also likely to be paid more than female respondents, on average, and the salary received varied from a field/state to another – a detailed map of the cost-of-living-adjusted postdoctoral income is provided in Figure 2. Interestingly and beside access to specific professional development opportunities (e.g., training in pedagogy or mentoring), two factors were found to significantly impact postdoctoral scholars’ career decisions and satisfaction with the mentoring received: the perceived mentor support of their career plan and feelings of career preparedness.
Beronda L. Montgomery, Fátima Sancheznieto, and Maria Lund Dahlberg, (2022), “Academic Mentorship Needs a More Scientific Approach,” Issues in Science & Technology, Vol. 38, No. 4, pp. 84-87.
Synopsis: the authors of this piece highlight the central role mentorship plays in the research enterprise, given how it impacts academic innovation and the personal development and career of early-career researchers. They call for individual researchers and institutions to intentionally devote attention to mentorship, by: (1) using an evidence-based approach to redefine mentorship as a collaborative process in which both the mentee and the mentor give to and take from each other, (2) including intentional reflection and planning of career development support of junior researchers in grant proposals, (3) supporting mentors willing to continuously improve their mentoring practices and mentees to seek to build a network of mentors, (4) recognizing mentors who have a positive impact on their mentee’s personal and professional development through standalone awards that are distinct from other service or teaching awards. The authors end their piece with these words: “Mentorship is central to the research ecosystem, and it must be treated as such. Mentorship takes skill, time, effort, resources, and dedicated individuals who should be adequately trained, recognized, and valued. Intentions, however good, will not make up for a lack of intentionality: our future scientists and science are at stake.”
Introduction Video
References
- Wood CV, Jones RF, Remich RG, Caliendo AE, Langford NC, Keller JL, et al. (2020) “The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students.”, PLoS ONE 15(6): e0234259. https://doi.org/10.1371/journal.pone.0234259
- Ben J. Vincent, Clarissa Scholes, Max V. Staller, Zeba Wunderlich, Javier Estrada, Jeehae Park, Meghan D.J. Bragdon, Francheska Lopez Rivera, Kelly M. Biette, Angela H. DePace, (2015) “Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork”, Molecular Cell, 58(5), pp.718-721, https://doi.org/10.1016/j.molcel.2015.04.025.
- Masters KS, Kreeger PK (2017) Ten simple rules for developing a mentor–mentee expectations document. PLoS Comput Biol 13(9): e1005709. https://doi.org/10.1371/journal.pcbi.1005709
Discussion Questions
- How does your definition of a successful postdoc position align with your postdoc mentees’? How do you know?
- What tools do you use to set and (re)align expectations with postdocs’ vision of success/career prospects? Why do you find them helpful?
- How does the department or the institution support postdocs and their mentors accordingly?
- How do you orient or onboard new postdocs to your team right after they join?
- How do you and your postdocs characterize productivity, healthy work/life integration and boundaries?
- How do you evaluate the effectiveness of your mentoring practices? What data/information do you use to decide whether you need to change something in your mentoring approach?
- Is there a strategy that you heard today, either during pre-session or from your colleagues, that you think our program or department should implement?
- How can we iterate on this work over time?
- Setting & Revising Goals & Expectations
Optional Preliminary Readings
San C McConnell, Erica L Westerman, Joseph F Pierre, Erin J Heckler, Nancy B Schwartz (2018), “Research: United States National Postdoc Survey results and the interaction of geender, career choice and mentor impact”, eLife 7:e40189. https://doi.org/10.7554/eLife.40189
Synopsis: This eLife paper reports data collected through a national survey of postdoctoral scholars (7,603 postdoctoral respondents from 351 US institutions), conducted to collect demographic data, factors impacting their satisfaction with the mentoring received, and key factors influencing their career decisions. Among the survey respondents, 53% were female and 47% male, 54.5% were 30-34 years old, 51% were non-US citizens, and 71% had male mentors. Male respondents were more likely than female respondents to be married/partnered and have children. Male respondents were also likely to be paid more than female respondents, on average, and the salary received varied from a field/state to another – a detailed map of the cost-of-living-adjusted postdoctoral income is provided in Figure 2. Interestingly and beside access to specific professional development opportunities (e.g., training in pedagogy or mentoring), two factors were found to significantly impact postdoctoral scholars’ career decisions and satisfaction with the mentoring received: the perceived mentor support of their career plan and feelings of career preparedness.
Beronda L. Montgomery, Fátima Sancheznieto, and Maria Lund Dahlberg, (2022), “Academic Mentorship Needs a More Scientific Approach,” Issues in Science & Technology, Vol. 38, No. 4, pp. 84-87.
Synopsis: the authors of this piece highlight the central role mentorship plays in the research enterprise, given how it impacts academic innovation and the personal development and career of early-career researchers. They call for individual researchers and institutions to intentionally devote attention to mentorship, by: (1) using an evidence-based approach to redefine mentorship as a collaborative process in which both the mentee and the mentor give to and take from each other, (2) including intentional reflection and planning of career development support of junior researchers in grant proposals, (3) supporting mentors willing to continuously improve their mentoring practices and mentees to seek to build a network of mentors, (4) recognizing mentors who have a positive impact on their mentee’s personal and professional development through standalone awards that are distinct from other service or teaching awards. The authors end their piece with these words: “Mentorship is central to the research ecosystem, and it must be treated as such. Mentorship takes skill, time, effort, resources, and dedicated individuals who should be adequately trained, recognized, and valued. Intentions, however good, will not make up for a lack of intentionality: our future scientists and science are at stake.”
Introduction Video
References
- Wood CV, Jones RF, Remich RG, Caliendo AE, Langford NC, Keller JL, et al. (2020) “The National Longitudinal Study of Young Life Scientists: Career differentiation among a diverse group of biomedical PhD students.”, PLoS ONE 15(6): e0234259. https://doi.org/10.1371/journal.pone.0234259
- Ben J. Vincent, Clarissa Scholes, Max V. Staller, Zeba Wunderlich, Javier Estrada, Jeehae Park, Meghan D.J. Bragdon, Francheska Lopez Rivera, Kelly M. Biette, Angela H. DePace, (2015) “Yearly Planning Meetings: Individualized Development Plans Aren’t Just More Paperwork”, Molecular Cell, 58(5), pp.718-721, https://doi.org/10.1016/j.molcel.2015.04.025.
- Masters KS, Kreeger PK (2017) Ten simple rules for developing a mentor–mentee expectations document. PLoS Comput Biol 13(9): e1005709. https://doi.org/10.1371/journal.pcbi.1005709
Discussion Questions
- How does your definition of a successful postdoc position align with your postdoc mentees’? How do you know?
- What tools do you use to set and (re)align expectations with postdocs’ vision of success/career prospects? Why do you find them helpful?
- How does the department or the institution support postdocs and their mentors accordingly?
- How do you orient or onboard new postdocs to your team right after they join?
- How do you and your postdocs characterize productivity, healthy work/life integration and boundaries?
- How do you evaluate the effectiveness of your mentoring practices? What data/information do you use to decide whether you need to change something in your mentoring approach?
- Is there a strategy that you heard today, either during pre-session or from your colleagues, that you think our program or department should implement?
- How can we iterate on this work over time?
Share how you are using our toolkits!
Willing to share how you are using the Productive Postdoc Conversation toolkits to illustrate how you deepen your mentoring practices in grant proposals or promotion dossiers? Here is a list of mentoring statements to get you started!
- Share your feedback and ways we can improve these toolkits with us!
- Enjoyed using the toolkits? Tag us on social media using our handle @postdocacademy to let us know!
- Do you have any questions? Please reach out to us at postdocacademy@gmail.com!
Workshop Title
- What brought you here?