Mentoring Resources for Faculty

Diverse Careers for PhDs:  https://graduateschool.wustl.edu/diverse-careers
Information for supporting graduate student career choices.  Discover actions you can take in a time of transitioning markets.

iBiology: T​he Practice of Mentoring Scientistshttps://www.ibiology.org/archive/practice-mentoring-scientists/
Drawing from her experiences mentoring scientists, Jo Handelsman describes guidelines that she and her colleagues have developed to help scientists become better mentors. These include listening, asking questions, stating expectations and building independence. Good advice for scientists at all stages of their careers.

iBiology: a conversation on culturally aware mentoring: https://www.ibiology.org/nrmn-resources/mentor-training-improve-diversity-science/
Most mentors don’t feel prepared to address diversity matters with trainees from historically underrepresented (HU) backgrounds. To improve mentoring relationships and support the persistence and success of HU individuals in science, the National Research Mentoring Network (NRMN) has developed new mentor training to equip mentors with the skills and knowledge necessary to support a diverse scientific workforce.

HHMI: Mentoring and Being Mentored (Chapter 5): http://www.hhmi.org/developing-scientists/making-right-moves
Based on workshops co-sponsored by the Burroughs Wellcome Fund and HHMI, this book is a collection of practical advice and experiences from seasoned biomedical investigators and includes chapters on laboratory leadership, getting funded, project management, and teaching and course design.

HHMI: Entering Mentoring: https://www.hhmi.org/sites/default/files/Educational%20Materials/Lab%20Management/entering_mentoring.pdf
The goal of the seminar outlined in this manual is to accelerate the process of learning to be a mentor. Effective mentoring can be learned, but not taught. Good mentors discover their own objectives, methods, and style by mentoring. And mentoring. And mentoring some more. Most faculty learn to mentor by experimenting and analyzing success and failure, and many say that the process of developing an effective method of mentoring takes years. No two students are the same or develop along the same trajectory, so mentoring must be continually customized, adjusted, and redirected to meet each student’s needs. A skilled mentor’s decisions and actions are guided by a reflective philosophy, a well-developed style, and an ability to assess student needs.

AAMC: Compact Between Biomedical Graduate Students and Their Research Advisors: https://www.aamc.org/initiatives/research/gradcompact/
These guiding principles are intended to support the development of a positive mentoring relationship between the pre-doctoral student and their research advisors. A successful student-mentor relationship requires commitment from the student, mentor, graduate program, and institution. This document offers a set of broad guidelines which are meant to initiate discussions at the local and national levels about the student-mentor relationship.

WUSM Office of Faculty Affairs Mentoring Resources: https://facultyaffairs.wusm.wustl.edu/library-item-type/mentoring/
The Office of Faculty Affairs has a wide variety of career development resources to aid faculty at all stages of their careers.

National Research Mentoring Network: https://nrmnet.net/
The National Research Mentoring Network (NRMN) is a nationwide consortium of biomedical professionals and institutions collaborating to provide all trainees across the biomedical, behavioral, clinical and social sciences with evidence-based mentorship and professional development programming.​

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