Setting Clear Expectations and Creating Mentoring Partnership Agreements Session begins at 1PM ET/12 PM CT/11 AM MT/ 10AM PT. Please configure your audio by running the Audio Set Up Wizard: Tools>Audio>Audio Set Up Wizard. Bennett Goldberg Professor of Physics and Science Education Director of STEM Education Initiatives Boston University Welcome to the Effective and Inclusive Research Mentoring Series

CIRTL Network Research Mentor Training CIRTL cast Bennett Goldberg Setting Clear Expectations and Creating Mentoring Partnership Agreements

CIRTL Network Research Mentor Training CIRTL cast Bennett Goldberg Setting Clear Expectations and Creating Mentoring Partnership Agreements

CIRTL Network Research Mentor Training CIRTL cast Bennett Goldberg Aligning Expectations and Creating Mentoring Partnership Agreements

CIRTL Network Research Mentor Training CIRTL cast Bennett Goldberg Aligning Expectations and Creating Mentoring Partnership Agreements Learning goals: 1.Participants can describe the role of a mentor in successful research projects and identify key components of aligning mentor-mentee expectations 2.Participants can identify characteristics of mentor-mentee relationships and how to develop them through a participation agreement

Are you currently mentoring a student? A. Yes, a graduate student B. Yes, an undergraduate student C. No, but I plan to this year D. No, but I plan to in the future

What is one of the most important roles a research mentor can play? Everyone – write on the whiteboard -- put your first name or initials in the text

Role of Mentors: Summary from CIRTL Cross-Network Course Important roles a research mentor can play: Provide a supportive environment: –Be mentee's advocate. Mentee needs are first. –Guided by student motivation and interests tailor mentoring to individual student needs. –Be a role model for the mentee. Provide guidance and critical feedback: –Guide students to be independent, develop their own questions and be critical thinkers. Foster cognitive apprenticeship. –Guide on research skills –Guide and encourage understanding about their institution (e.g. administrative and student issues) Promote diversity and collegiality in the lab environment. Help with career development by: –Promoting students’ involvement in a diverse set of experiences. –Helping define passions and interests, helping find opportunities.

What does success look like for a mentees research project? Everyone – write on the whiteboard -- put your first name or initials in the text

Elements of successful research projects from CIRLT cross-network course

What does aligning expectations mean to you? Everyone – write on the whiteboard -- put your first name or initials in the text

Aligning Expectations from CIRLT cross-network course Expectation Domains to Discuss Work hours Progress updates What to do if you don’t understand something Professional behavior Goals for the research project Means of communication

Aligning Expectations Mentors will have the knowledge and skills to: Explore perceptions and philosophies of the research mentoring relationship Design and communicate clear goals for the research project Listen to and consider the expectations of their mentee in the mentoring relationship Consider how personal and professional differences may impact expectations Clearly communicate expectations for the mentoring relationship Results in alignment of mentee and mentor expectations

Mentoring Compact/ Contracts A.I have never heard of a mentoring compact B.I have heard of compact, but never seen one C.I have seen compact but don’t’ use one D.I have used one as a mentor or mentees

What components, based on aligning expectations, should a participation agreement contain? Everyone – write on the whiteboard -- put your first name or initials in the text

Review Mentoring Compact Examples

Purpose of this document: The goal of this document is for the mentor and mentee to reach a shared set of expectations for the summer research project, to develop a shared understanding of how to achieve the various objectives, and to have an initial agreement over communication, meetings, assessment of the process and types of mentoring relationships that both mentor and mentee believe will work. I. Summer research goals and expectations (mentor and mentee together): What are the main motivations for the undergraduate research summer program? How will the summer research enhance the mentee’s career goals? Will it continue beyond the summer? The scientific goal of the undergraduate research project is: What background does the mentee have which is important to the project? What background is the mentee lacking for the project? The key training necessary to accomplish the research are: II. Laboratory logistics: What tools and techniques will you both use to keep track of research progress? What are the expectations of recording information associated with the research? What habits and culture in the lab should the mentee be aware of? What is appropriate time and schedule commitment? How should the mentee and mentor approach each other with problems in the research? How should you work to correct mistakes? Other?

III. Communication between mentor and mentee: How does the mentee like to be mentored? What style works? How does the mentor like to mentor? Share all phone numbers and s and best times and methods of communication. Presumably you will see each other daily, but be sure to schedule regular meetings anyway. When will you have regular meeting to discuss research? Emergency Contingency Plans. If the mentor or mentee are not responding to an , and there is something time sensitive, what are your plans? How long should you wait before sending another , or calling or texting? Criticism and assessment: How and when will you assess whether the mentoring partnership is working and discuss ways in which it can be improved? How should the mentee and mentor approach each other with problems in fulfilling expectations? Is there a plan to review and revise this mentoring agreement (if necessary) at periodic intervals? When will you meet and discuss career plans?

What should you do once you’ve (mentor and mentee) have filled out an agreement? Everyone – write on the whiteboard -- put your first name or initials in the text

Did we achieve our learning goals? (Thumbs Up/Down) Learning goals: 1.Participants can describe the role of a mentor in successful research projects and identify key components of aligning mentor-mentee expectations 2.Participants can identify characteristics of mentor-mentee relationships and how to develop them through a participation agreement

To sign up to hear about these and other CIRTL events, Creating Inclusive Lab and Research Groups September 30th, 1PM ET/12 PM CT/11 AM MT/ 10AM PT Presenters: Colleen McLinn, CU-CIRTL Program Director, Cornell University Melissa McDaniels, Director, Teaching Assistant Program, The Graduate School at Michigan State University Upcoming Events