by Karla Addesso
One of the most challenging tasks for a science professional is helping aspiring scientists reach their potential. The mentor's task is not simple. It requires a good deal of time and a serious understanding of the needs and limitations of both herself and the mentee. Before entering into a mentoring relationship, it is important to define its goal. While the individual goals of the mentor for the mentee and vice versa may be numerous, the ultimate goal of mentoring, in its simplest form is for the mentor to help the mentee define her goals and help her acquire the skills to achieve them. With this ultimate goal in mind, the mentor may fill any one of the following roles, depending on the needs of the mentee: advisor, skills consultant, tutor, supporter, sponsor and role model – to name a few.
So how does mentoring begin? I believe it begins with two questions: What does the mentee need? Do I, as a mentor, have the ability to help her? I focus on 'need' first, not goals, because the needs of a pre-college, undergraduate, masters, doctoral and post-doctoral mentee will differ greatly, and as a mentor, I may be better equipped to support the needs of these different scientists at varying points in my career. The education level of the mentee also reflects how much time and energy is required for different types of mentoring – mentees at earlier stages in their career may need more support in terms of skills and learning time while more advanced mentees will require sponsorship and career advice. If, after evaluating the potential mentee's developmental needs, I find I can help her, then a mentoring relationship may be possible.
After acknowledging that I am capable of mentoring a given individual I then ask if I am willing to mentor them. This is a slightly different question and relates to two separate issues: the mentee's goals and personality. If the goals of the mentee are not in line with my program or if I am not the best person to support them, I will probably not be the best choice as a mentor. Likewise, personality conflicts can end a mentoring relationship before it begins so a reasonable feeling of compatibility between the two parties is required to move forward. If the needs, goals and personality of the mentor and mentee are all in line, then a mentoring relationship can begin.
From the outset, the mentoring relationship should be discussed and defined. This means asking questions about expectations on both sides. Both parties need to agree to the terms of the relationship so that what the mentor is willing to offer – and the mentee expects – are firmly understood. This may be set down as an informal contract between the two parties that can be referred to or reevaluated when the need arises. This is the foundation of respect and trust – two elements that are essential to a mentoring relationship. Setting our goals, expectations and limitations down on paper allows for an honest discussion of the relationship from the start and makes it easier for us to evaluate our achievements in some areas and identify areas where the mentor or mentee have failed to meet the expectations of the other.
As a mentor, my personal goals for every mentee are threefold; to instill a firm understanding and appreciation for the scientific process; to foster creative and independent thought in scientific endeavors; and to aid in the development of an ethical community of scientists. If I am able to achieve these three goals as well as assist in the achievement of the mentee's stated goals then the mentoring relationship has been a success.
Undergraduate Research Program
Overall Goal: To promote the development of scientific thinking and problem solving skills in undergraduate scientists.
Responsibilities of Mentor(s):
Provide supervision and support
Provide supplies for experiments
Review laboratory safety procedures with student
Instruct student in ‘new’ information needed to understand research project including (but not limited to) background scientific concepts, how to keep a notebook and experimental design & analysis
Provide training in all project-specific techniques and bioassays
Assist in statistical analysis and manuscript writing
Responsibilities of Undergraduate Student:
Ask questions about anything that you don’t understand. There are no stupid questions!
Read papers on research topic as directed
Keep a scientific notebook on readings and experiments
Be in lab during scheduled hours
Inform mentor immediately of any problems encountered with your project
Write up project as a scientific paper
Ask questions, again!
Skills You Will Learn (project specific):
One important goal of an undergraduate project is to add skills to your scientific ‘tool belt’. In the project we are proposing on feeding stimulants, you will obtain, at minimum, the following skills:
Questions about mentoring philosophy:
Should the mentoring philosophy be broadly defined or more specific? Should it itemize goals/expectations or should that be left to individual relationships? Should you have a separate mentoring philosophy for undergrads/masters/doctoral/postdocs?
**I developed a broad mentoring philosophy and also the above Undergraduate Research Program goals/expectations. My undergrad and I discussed it and made changes/additions until we were both satisfied. ***
Undergraduate Project
Isolation of Pepper Weevil Feeding Stimulants from Host Plant Material
The purpose of this project is to investigate pepper weevil (Anthonomus eugenii Cano) feeding stimulants. This agricultural pest feeds and oviposits on all species of cultivated pepper (Capsicum sp.) causing fruit drop and yield losses. We would like identify pepper-specific compounds that the weevil uses to identify its host plants. We will begin with two behavioral bioassays to identify solvent extracts that are stimulatory to adult pepper weevils. The behavioral assays will test extracts of pepper leaves, fruit and anthers (surface and homogenized whole tissues), on filter paper disks. In the first assay, we will record the amount of time male and female weevils spend touching their antennae to (antennating) the extract area and compare those values to the time antennating filter paper treated with solvent alone (n = 10 reps per sex). In a second behavioral assay, we will record the location of 10 weevils (5 male and 5 female) on a filter paper with two treated and two untreated alternating quadrants (n = 20 replications per extract). Recordings will be made at multiple time intervals (15, 30, 60 and 120 minutes). This assay will measure the arrestant ability of the extracts. Data from the behavioral bioassays will be analyzed using chi-square. The active extracts from the two behavioral assays will be further tested in a feeding experiment. Ten weevils (5 male and 5 female) will be presented with two agar or artificial diet pellets in no-choice tests (n = 20 replicates per treatment). Pellets will be coated with extract or solvent. Amount consumed will be measured by comparing the dry weight of the treated and untreated pellets after 24 hours of feeding. Mass will be analyzed using ANOVA. If time permits, we will take the most active extract and separate the compounds using column chromatography and re-test the fractions with the same feeding assay. The undergraduate scholar will gain experience in experimental design, statistical analysis, insect rearing, behavioral bioassays, and chemical extraction and separation methods.