Source for some cartoons and content: University of Michigan, Rackham Graduate School

You can’t get what you want until you know what you want Mentors want to train ‘mini me’s, but the biomedical pipeline is changing

Fuhrmann CN et al, 2011, CBE Life Sci Educ 10(3): BMS doctoral students surveyed at UCSF 469 students responded (62.3% of all BMS grad students)

Teaching 50%

 Advisors  Supporters  Tutors  Supervisors  Trainers  Sponsors  Role Models  Can one person really fill all these roles?

 You can’t always get what you want, but if you try sometimes, you find you get what you need  Don’t undermine your advisor when asking others for council  Benefits: More folks to write letters of reference

 Mentors vary ALOT in personality, style an approach.  What are your priorities and sensitivities?  Compatibility is key.  Have realistic expectations and take personal responsibility for your part of the relationship!

 Be open, honest about your interests, needs and career aspirations  Clarify goals and expectations early on; work on mutually agreeable timeline for degree completion  Communicate regularly, especially when problems or conflicts arise; avoidance or making negative comments to others is not a solution  Respect your mentor’s time  Beware of faculty-student boundaries

 Arrange regular meetings; at least once every other week  Always prepare yourself for meetings with your mentor › Arrive on time › Bring a written, prioritized list of topics and questions for discussion › Bring a summary of accomplishments since last meeting › Bring notes from previous meetings › Bring any relevant, upcoming deadlines (i.e. grad school deadlines, submission deadlines for grants, professional meetings)  After each meeting, your advisor a brief summary  Ask your mentor to: › Help shape your research project › Guide and critique your research project › Assist you in selecting members of your thesis/dissertation/project committee

 Follow advice given! Ex. read recommended publications and give your mentor feedback about the usefulness of his/her suggestions  Seek opportunities to work with your mentor on research, scholarly and creative projects  Strive to complete tasks on time; notify your mentor in a timely manner when you cannot meet a deadline  ***Demonstrate an excellent work ethic!

 **Submit only carefully written, well-edited and proofread drafts of any written documents  Determine how long your mentor expects to have your draft before returning a critique  Accept critiques professionally; if you continue to disagree, offer a well-reasoned response  Resubmissions: mark the new or edited sections; provide previous draft with notations

 Discuss your career aspirations  Request that your mentor introduce you to colleagues, potential employers and others  Present your work in multiple forums and network with your mentor at these events  Encourage your mentor to nominate you for fellowships, awards etc to enhance your professional development  Maintain contact with your mentor after graduation

Basic Biomedical PhDs Behavioral and Social Sciences PhDs Clinical Sciences PhDs Chemistry PhDs MDs Source: Survey of Earned Doctorates Since 2001, <20% of PhDs in the biological sciences have been moving into tenure-track academic positions within 5–6 yr of receiving a PhD. Only 14% of these PhDs obtain tenure-track positions.

If it is to be, it is up to me!!!!! There is a big difference between the normal rigors of graduate school and dysfunctional mentor-mentee relationships. Program chairs and other administrators are here to help and can objectively offer advice and council. Check your expectations!