1. Mentoring July 2011 Jeanne Marrazzo, MD, MPH Center for AIDS & STD Seattle STD/HIV Prevention Training Center jmm2@uw.edu University of Washington Survival Skills for the Research Years

2. Discussion Definitions –What is a mentor? What isn’t? Goals of the relationship Responsibilities –At minimum, and beyond (Nature June 2007) Choices –How should you choose a mentor? –What does a mentor look for in candidates?

3. Definitions Homer: “a wise and trusted counselor” Responsible for intellectual, professional, and personal development An advisor may or may not be a mentor You may have more than one mentor –Especially important in fields with inter- disciplinary bent –Increasingly important in tight funding era

4. Goal: Help Trainees Mature to Independence Scientific Personal

5. Scientific –Become knowledgeable about the field—read the literature –Think critically Identify and develop good questions Critically evaluate data and approaches Become confident enough to argue with me –Be creative: head in clouds, feet on ground –Focus: be able to go from a wild idea to test that idea; develop hypotheses, perform experiments, and get funding to do it Goal: Help Trainees Mature to Independence

6. Personal –Become confident based on self- recognition of their own excellence –Have a clear ethical framework for life and for research –Recognize that there is life beyond work

7. Responsibilities of the Mentor Be available –Regular contact: check-in, review Project status Progress toward career plan –Skill development: thinking process, practice talks, review writing –May need to be flexible as to time/place! Provide opportunities, networking –Requires balancing opportunism with focus –Promote visibility, responsibly and realistically –Anticipate meetings, funding announcements Be patient

8. What Makes a Great Mentor? A commitment to mentor for life Personal characteristics –Enthusiasm: infectious, sustaining –Sensitivity: especially when things inevitably go wrong Be attentive to underlying concerns; compassion –Appreciate individual differences Not all take the same path or want the same goal

9. What Makes a Great Mentor? Personal characteristics –Respect: no cheap labor –Unselfishness: give credit when due –Supporting, inspiring those beyond one’s own team; building communities Teaching & communication –Develop skills, which generally don’t come naturally

10. What Makes a Great Mentor? Availability: the open door is KEY Inspiration, optimism: big picture view Balance direction & self-direction: micromanagement vs. “free-range” fellow

11. What Makes a Great Mentor? Question and listen Be widely read & receptive to new ideas Ensure payoff in at least one big project! Encourage life outside work Celebrate success Fredricks lab enjoying the fruits of anaerobic metabolism, 2009

12. Responsibilities of the Trainee Set goals Take initiative Be committed –Available –Prepared –Persistent –Consistent –Honest Cultivate feedback, and use it –Pay attention to writing critiques: style, content, jargon use –Model slides after those you find clear, appealing

13. “There are two types of speakers: those that are nervous, and those that are liars.” Mark Twain

14. HOW NOT TO MAKE A SLIDE I really really like to have lots of long sentences on my slides because it makes it more fun to read while I’m standing on the stage and I also don’t have to think. It takes less time to make the slides if I put lots of words on one slide. That way I don’t have to push the button so often while I’m giving my talk. Besides, if I put a lot of words on the slide then the font doesn’t have to be so big and it won’t keep people awake. I think it is most fun to emphasize certain text by using a different font such as italics or by underlining. Looking at many slides with the same font is really really boring.

15. Choice: What Should You Consider? Area of interest –Look at CV, publications Research reputation Grant support Team Mentoring reputation –Talk to former and current trainees –Where are they now? Time commitment & availability Lifestyle

16. Choice: What Do I Consider? Student potential –Enthusiasm: Are they alert? Will they be passionate about an area I care about? –Inquisitiveness: Do they ask questions? –Preparation: Do they have an idea of what I do? Have they read any papers from our group? Has this provoked ideas? –Solid academic background –Work ethic My issues –Space, money and time to mentor well –Fit with the team

17. Summary Find a mentor whom you respect and whose research interests excite you Find a way to really like what you do, and to communicate that Be receptive to all feedback, and incorporate it going forward Work hard, play hard, and make a contribution to your field!

18. Acknowledgments Ned Hook, UAB Sheila Lukehart, UW

19. References Nature’s Guide for Mentors. Nature 2007;447:791-7 National Academy of Science, National Academy of Engineering, Institute of Medicine. Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering. Washington, D.C.: National Academy Press, 1997