Postdoctoral Mentoring and Advising Toolkit

Transcription

1 Postdoctoral Mentoring and Advising Toolkit The information and forms contained in this Toolkit were designed at MIT to assist the training of postdoctoral researchers, and will be helpful to mentors/advisors, Postdoctoral Fellows, and Postdoctoral Associates. Some of these resources are for one time use, others will be useful on an annual basis. The Toolkit includes the following resources: Statement on the Postdoctoral training period describing the training status of MIT postdoctoral researchers. MIT Mentoring Plan Outline (for faculty advisors/mentors) topics that could be incorporated into a mentoring plan proposal Initial Meeting Form for MIT Postdoctoral Researchers and Advisors an outline of topics to cover during an orientation meeting when the postdoc begins an appointment Annual Development Review for MIT Postdoctoral Researchers a suggested template for the postdoctoral researcher (Part I) and advisor (Part II) to complete during the annual review process. MIT Postdoctoral Training Checklist (for postdocs) a list of possible skills to build; the postdoc can refer to it periodically to monitor progress NOTE: The National Science Foundation requires a one-page supplementary document for each proposal that requests funding to support postdoctoral researchers. It must describe the mentoring that will be provided to all postdoctoral researchers supported by the project Examples of mentoring activities include, but are not limited to: career counseling; training in preparation of grant proposals, publications and presentations; guidance on ways to improve teaching and mentoring skills; guidance on how to effectively collaborate with researchers from diverse backgrounds and disciplinary areas; and training in responsible professional practices. [Proposal and Award Policies and Procedures Guide (NSF April 2009) - Chapter II Section C2(j)] Acknowledgments These resources were developed using information provided by the National Science Foundation; MIT School of Science; MIT Postdoctoral Advisory Council; the Federation of American Societies for Experimental Biology; and other. Thanks go especially to Professor Hazel Sive and the School of Science Dean s Office.

2 Statement on the postdoctoral training period at MIT Reprinted with thanks to Professor Hazel Sive and the School of Science Dean s Office The postdoctoral training period at MIT is part of the education of a researcher in STEM and other fields. This notion is in accord with MIT policy stating Postdoctoral associates come to MIT to develop their scholarly competence, working under the supervision of MIT faculty members. While no degree is offered, this period is nonetheless integral to preparation for a future independent research career. Thus, a postdoctoral scholar is not invited to join a group at MIT simply to perform a specific research project, rather, a broad training program should be in place, and encompass learning techniques and experimental approaches relevant to the research project an annual review that includes input by both postdoctoral scholar and faculty mentor, with focus on o productivity o feasible career goals o career development guidance in how to set up a research group including o discussion of how to choose research questions o practice in writing papers and research proposals o development of supervisory skills development of a network of peers and contacts attendance, and presentation of research, at meetings and seminars support with regard to life events, such as childbearing Duration of the postdoctoral period is variable, but is not intended for long-term, indefinite, or career appointments. Postdoctoral duration should take into account when the candidate is ready for the next step of a career pathway. MIT limits the postdoctoral period to four years, with promotion to the rank of senior postdoctoral associate possible after three years. Extension for a fifth year requires approval of the Dean.

3 MIT Mentoring Plan Outline (for postdoctoral advisors) Mentoring plan proposals should incorporate the most effective mentoring mechanisms you have devised for your postdocs, and could integrate approaches that other faculty members have found to be successful. A specific plan could incorporate and expand on some or all of the topics below. This list mirrors topics on the MIT Postdoctoral Training Checklist. Communication The initial orientation meeting between the faculty member and the postdoc Frequency and format of regular communications between the faculty member and postdoc The annual development review for postdoctoral researchers Continued involvement - does the faculty member continue to mentor and help advance the careers of former postdocs? Comment on the employment record of former postdocs. Research Progress Meetings (group, sub-group, one-on-one) that are held to discuss research progress. (Comment on format, frequency, duration.) Mention key topics that are included in these meetings, such as how to ask a clear, valuable scientific question, how to approach it experimentally and interpret data; relevant methodology; reasonable timelines; record keeping; research integrity; authorship order; and publishing practice. Supervisory and Mentoring Skills Opportunities for postdocs to develop supervisory skills while doing the proposed research. These could include supervising and mentoring UROP students, assisting in the guidance of graduate students, and supervising technical staff on the specific project or in more general tasks associated with the research group. Scientific Writing Expectations regarding writing research papers or review articles, and responsibility of the postdoc. Guidance and feedback that are given during the paper writing process, including regarding effective writing styles, how to present data, and how to choose a journal. Expectations regarding participation in writing research grant proposals. Level of responsibility of the postdoctoral researcher, and guidance regarding how to formulate a grant proposal. Presentation skills Expectations to attend local, domestic and international meetings and present their work. Indicate which meetings will be most relevant for this postdoc. What opportunities are postdoctoral researchers given to practice communication, and what feedback for improvement is given? Are there any classroom teaching opportunities, and if so, what?

4 Critical assessment skills What opportunities are there for commenting on other research projects in the group; and for participating in journal article and grant reviews? What guidance is given on how to critique work effectively, in both oral and written formats? Networking What steps will the faculty member take to help the postdoctoral researcher set up networking connections that will be useful during the course of the project and beyond? These would include finding a second mentor, and meeting leaders and peers in the field. Career guidance Mention any career guidance the faculty member provides. This would include discussion during the annual review of realistic career options. Is the postdoc encouraged to access available MIT resources that would inform on career possibilities, as well as practical guidance on how to move to the next career step? These include workshops during IAP and throughout the year on various careers, grant and proposal writing and opportunities, how to perform in an interview, and research group management.

5 Initial Meeting for MIT Postdoctoral Researchers and Advisors Postdoctoral Researcher: Title: Principal Investigator: Meeting Date: Date of hire: Initial meeting between supervisor/mentor and postdoctoral researcher ( postdoc ) Suggested Discussion Points are listed below. Career goals Research project outline Possible publications Research group culture (including typical daily schedules, interactions, etc.) Meeting schedule (between postdoc/supervisor; with the research group) Laboratory safety Record keeping Expectations regarding supervision and independence Attendance at scientific seminars and conferences Presentations group meetings, conferences Teaching, mentoring, and supervision opportunities Writing opportunities (grants, papers) Development of critical evaluation skills Networking skills and how to find an additional mentor(s) Career workshops/panels available (on- and off campus opportunities) Additional points raised by postdoc or advisor Review of available forms: Statement on the postdoctoral training period at MIT MIT Postdoctoral Training Checklist (for postdocs) Annual Development Review for MIT Postdoctoral Researchers

6 ADVISOR S NOTES: Acknowledgment that meeting took place: Postdoctoral Scholar Signature Date Advisor Signature Date

7 Annual Development Review for MIT Postdoctoral Researchers PART I TO BE FILLED OUT BY THE POSTDOCTORAL RESEARCHER Postdoctoral Researcher: Title: Date of hire: Principal Investigator: Review Period: Review meeting date: 1. Describe your career goals, along with a rough timetable. Have these changed during the last year? 2. Very briefly describe your scientific progress during the last year. 3. List any publications, presentations and seminars you have done this year. 4. List any honors and awards you have received over the past year. 5. What progress have you made towards your career goals? Do you feel that you are making sufficient progress towards these goals? 6. What opportunities for technical learning, acquiring teaching or mentoring experience, or developing other professional skills do you plan to seek out in the next year? 7. Describe any other professional or career development issues you would like to discuss with your PI.

8 Annual Development Review for MIT Postdoctoral Researchers PART II TO BE FILLED OUT BY THE ADVISOR Postdoctoral Researcher: Title: Date of hire: Principal Investigator: Review Period: Review meeting date: 1. After reviewing this postdoctoral advisee s own career goals and timetable, do you feel he/she is making sufficient progress towards these goals? Are the goals realistic? 2. Is this postdoctoral researcher demonstrating progression towards independence? If not, what strategies do you recommend he/she might use to reach this goal? 3. What are your expectations for this postdoc for the next year? 4. What opportunities for technical learning, acquiring teaching or mentoring experience, or developing other professional skills do you think would be beneficial to this postdoc? 5. Describe any other professional or career development issues you would like to discuss with this postdoctoral advisee. Acknowledgment that meeting took place: Postdoctoral Signature Date Advisor Signature Date

9 MIT Postdoctoral Training Checklist (for postdocs) How are you progressing in your postdoctoral training program? Below is a list of topics that you may consider exploring. You would not need to get training in all of these, but this list will help you keep track of the skills you do build during your training period, and alert you to some you may consider adding. Year of training: Date: 1. Research a. New techniques b. Experimental design c. Choosing research questions 2. Supervisory skills a. UROP b. Technician 3. Writing a. Research paper b. Review article c. Grant 4. Presentation skills a. Group meeting b. Journal club c. Local meetings d. National/international meetings e. Teaching opportunity 5. Critical assessment skills a. Ability to comment on other research projects in your group? b. Research article reviews c. Grant reviews 6. Networking a. Finding a second/third mentor b. Do you know peers in your field? c. Do you know leaders in your field? 7. Career possibilities (not a skill, but something to consider as you move along) a. Academic tracks b. Industry c. Options in teaching d. Other feasible pathways Comments: