2. Research Mentoring Sadiq M. Sait 07 February 2005

3. 2 Components of the Talk oOur Environment & its Expectations oResearch oMentoring & Peer Mentoring oWorking in Groups oConclusion

4. 3 Environment  It has some characteristics, but they can also be drivers  We are both a good undergraduate and a good graduate school, and want to always do better, in both  Our employee evaluation is elaborate and done annually  And …

5. 4 Environment (contd..)  In some departments we lack  Research groups  Research laboratories  Well defined areas of excellence  Therefore faculty get hired primarily to teach, and are expected to do research, but not in a specific research group or in a specific well defined area

6. 5 Expectations  As a university faculty we have the 40/65% weight for research  Earlier it was a very strict requirement … now with heavy teaching load, large section sizes, 9 contact hours, rapidly changing technology, the requirement has become an expectation  The important question to ask then is: Why should I do research?

7. 6 Why should I do research?  Remember that we are in a university, where individuals basically do teaching and learning  We all have great passion for learning new things, and research requirement is a good means to add to what we already know  Then what is the primary objective of research?

8. 7 Why should I do research? (Contd..)  The primary objective of research then should be to: – Increase our knowledge, and thereby contribute positively to teaching – While doing so, you also gain expertise, explore new ideas, supervise reasonably good graduate projects – And contribute to science by generating knowledge, authoring material for conference presentations, journal publications, etc

9. 8 Mentoring Developing a relationship... with someone who cares, is willing to share knowledge (must have an element of selflessness), is candid, and also supportive

10. 9 Mentoring Need  Research has indicated that when done properly, mentoring young researchers can:  Create an environment conducive to learning  Reduce chances of failures  Promote positive outcomes (productivity – can reach strategic goals, satisfaction, social factors, etc)

11. 10 Benefits of Having a Mentor – Assistance with developing and expounding research ideas, hypotheses, etc – Sharing of personal and professional experiences (and feedback) while writing and submitting a research grant proposal – Receiving relevant and up-to-date information about new research methods – Establishing collaborative associations with peers – Assistance in the development of a long- term research and writing plan

12. 11 Benefits of Being a Mentor – Sharing knowledge and experiences with others new to the field – Willing to share advice or information and to provide encouragement to those preparing research grant proposals – Serving as a role model; demonstrating leadership in research – Sharing knowledge about the "do's" and "don'ts" of grant writing – Involving new researchers who share the same or similar interests to work on current projects for them to gain research experience

13. 12 Peer Mentoring  Given our environment, the best mentoring situation that can be created is by forming groups:  Form a group, and try to work with those who have been here before you  With people who have same interests as you, but other complementary skills and strengths  Who can motivate and give some direction  Have at least a modest publication record  Who are available (frequent informal meetings are most important)  And work with who you can enjoy working with

14. 13 Working in Groups  Has its pros and cons (recall combined study and study groups when you were students)  Misunderstandings can arise (about expectations, deadlines....) take them lightly...  Remember that the major objectives are to learn/teach (very noble)  And remember that:

15. 14 Working in Groups (Contd…)  And remember that  to teach, to generate knowledge,  to gain expertise, to broaden your horizons,  to contribute, you have to Learn.  publications, books, seminars, etc., will all come as by products of research.... we can be result oriented... But measures for ones self should be on how much your knowledge in the area of your interest has increased during the last year...  Peer mentoring and group working can help a lot in this

16. 15 Two Stories  VLSI Design Automation Laboratory at Computer Engineering  Book Authoring Project

17. 16 Finally … Remember that certain things cannot be purchased such as experience, gut feeling, candid opinion, direction or work, networking & contacts, and only an environment where you have mentors, or colleagues in your group can provide these. And these are essential for effective learning.