While much about professional standards of conduct may be learned from reading or in formal educational activities, there is much that a student or junior scientist can learn from his or her elders in a very personal, one-on-one relationship, known as mentoring. There is much to consider in becoming a good mentor, and there is much to consider in taking advantage of having a mentor. These links provide useful guidelines for both mentors (advisors) and mentees (advisees).
Advisor, Teacher, Role Model, Friend
A guide for those who mentor or advise students or junior colleagues. Developed by the Committee on Science, engineering and Public Policy (COSEPUP) for the National Academy of Science. (1997)
How to Mentor Graduate Students. A Guide for Faculty in a Diverse University (Michigan)
A downloadable guide for faculty. (2005)
How to Get the Mentoring You Want. A Guide for Graduate Students at a Diverse University (Michigan)
A downloadable guide for students. (2005)
Enhancing the Postdoctoral Experience (COSEPUP)
A downloadable, book-length guide specifically about post-doctoral training. For both post-docs and their advisors, from the National Academy of Sciences. (2000)
NIH Guide to Training and Mentoring
Although written with specific reference to the NIH intramural program, this site contains much useful guidance that is relevant in many institutions. It also has useful Web links. (1999)
List of Professional Skills for Physiologists and Trainees
This downloadable document lists many types of skills (e.g., in areas such as core science knowledge, laboratory skills, professional ethics, communications, etc.) that students and fellows should be seeking to develop. It is a useful guide for students and fellows in all disciplines and is not physiology-specific. From the American Physiological Society and the Association of Chairs of Departments of Physiology. (2003)
Individual Development Plan for Postdoctoral Fellows
On a regular basis, postdoctoral fellows and their advisors should review the fellows’ professional progress and set goals for further professional development. This FASEB resource is a simple and effective way to structure such a process. It is particularly useful for fellows, but is also applicable to Master’s and Ph.D. students.