This special issue of The Biophysicist is dedicated to the art of mentoring and the use of evidence-based practices to support effective mentoring across all levels of career development, from a K–12 student first learning what biophysicists do, to a career scientist thinking about making a pivot later in life, and everything in between. The 2019 Report from the National Academies of Sciences, Engineering, and Medicine, the “Science of Effective Mentoring in STEMM,” defines mentoring as a collaborative learning relationship and working alliance based on intentionality, trust, and shared responsibility for the interactions in that relationship andEditors
A framework for a 2-wk summer research course is presented, with a mindset of discovery and self-advocacy that is interdisciplinary and inclusive. The foundations of the course are built upon 2 pillars: (a) a well-defined educational plan focused on cellular engineering, with a goal to instill an engineering mindset into the cell biology field; and (b) a tailored Dimensions of Mentoring policy, which uses a structured feedback system to define and strengthen mentor attributes and provide multiple opportunities for mentorship and mentorship training. Undergraduate and master’s student participants work with PhD students or postdoctoral/professor team leaders in small teams in discovery-based research projects. Multiple teams work in parallel during the 2-wk period and convene in course-wide meetings to share findings and give feedback. Working in small teams with multiple levels of peer and team lead mentoring, students experience advancement in research and technical skills. Participants also experience gains in their understanding of the overarching educational goals in cellular engineering and science communication skills through course-wide activities. The principles from the Dimensions of Mentoring were also effective, with mentors at different levels building strong inclusive teams, coaching practical skills, and promoting individual advocacy. Meeting basic needs, providing relatable role models, and prioritizing enjoyable team-building activities were found to be critical factors in providing inclusive and productive environments. Overall, participants report high satisfaction with a discovery-based interdisciplinary research experience because of a supported environment. This creation of a strong community benefits individual career development and contributes to sustainable research productivity.ABSTRACT
Computational modeling of physiology is a multiscale, multidisciplinary field requiring a diverse set of skills and backgrounds. The Simula Summer School in Computational Physiology aims to teach graduate students from around the world practical methods for multiscale modeling of excitable tissues (specifically, the heart and brain). This joint summer school is collaboratively based on the complementary expertise and shared educational goals of three institutions: Simula Research Laboratory, the University of Oslo, and the University of California San Diego. The summer school’s core goal is to promote successful research collaboration among the host institutions and to train excellent computational researchers. Keys to the success of this type of school include sustainable funding, close mentorship, and innovative, adaptive teaching tools. Using a combination of lectures, hands-on programming modules, and real-world projects in small groups with experienced scientific mentors, this unique program is an immersive way for young scientists to develop skills and network with future peers from around the world.ABSTRACT
Undergraduate research experiences (UREs) cultivate workforce skills, such as critical thinking, project management, and scientific communication. Many UREs in biophysical research have constraints related to limited resources, often resulting in smaller student cohorts, barriers for students entering a research environment, and fewer mentorship opportunities for graduate students. In response to those limitations, we have created a structured URE model that uses an asynchronous training style paired with direct-tiered mentoring delivered by peers, graduate students, and faculty. The adaptive undergraduate research training and experience (AURTE) framework was piloted as part of the Brown Experiential Learning program, a computational biophysics research lab. The program previously demonstrated substantial increases and improvements in the number of students served and skills developed. Here, we discuss the long-term effectiveness of the framework, impacts on graduate and undergraduate students, and efficacy in teaching research skills and computational-based biophysical methods. The longitudinal impact of our structured URE on student outcomes was analyzed by using student exit surveys, interviews, assessments, and 5 years of feedback from alumni. Results indicate high levels of student retention in research compared with university-wide metrics. Also, student feedback emphasizes how tiered mentoring enhanced research skill retention, while allowing graduate mentors to develop mentorship and workforce skills to expedite research. Responses from alumni affirm that workforce-ready skills (communicating science, data management, and scientific writing) acquired in the program persisted and were used in postgraduate careers. The framework reinforces the importance of establishing, iterating, and evaluating a structured URE framework to foster student success in biophysical research, while promoting mentorship skill training for graduate students. Future work will explore the adaptability of the framework in wet lab environments and probe the potential of AURTE in broader educational contexts.ABSTRACT
Undergraduate research is a key tool for recruitment and, more importantly, retention of science, technology, engineering, and math students. Unfortunately, many students are not aware of or do not take advantage of these opportunities and, at best, often wait until late in their college careers. For my undergraduate computational biophysical chemistry research lab I have established a no-experience-required policy that allows me to recruit and mentor more research students. It also allows me to be more inclusive and expand the pool of students who have access to research. This also results in a more diverse research group, which is particularly important at a primarily undergraduate institution that has a diverse population with a high percentage of first-generation students. Here, I lay out the procedures I use to recruit and train students of all levels for my research lab, as well as the research products produced by students and myself.ABSTRACT
A partnership between four universities, an industrial research lab, and a public science museum, created as a National Science Foundation Science and Technology Center, offers diverse collaboration and learning opportunities in cellular engineering. Each institution plays a vital role: universities advance science education, industry develops and commercializes technologies based on basic research, and science museums educate and engage the public. However, differences in the culture, values, and focus of these institutions create collaboration challenges. Three workshops highlight how consistent funding, intellectual property agreements, shared facilities, and long-term collaborations can harness the strengths of each institution to promote rapid prototyping, confront global problems, and encourage commercial applications from research.ABSTRACT