6.3 A New Approach

We are fortunate to have access to decades of study and teaching about the science of mentorship from both the mentor’s and mentee’s perspectives. We know how to develop and test mentorship interventions and lead mentoring programs that evolve from lessons learned. We also continue learning about mentoring for diverse audiences. The diversity of our own pandemic and post-pandemic experiences call for unique transitions for both mentors and mentees considering undergraduate research.

A new approach to undergraduate research is now part of our mentoring fabric.  Transitions are stressful. Big changes, such as experiencing traumatic public health challenges, losing family members and friends, losing a job, or starting over in one’s studies can be disorienting and cause a wide range of emotions, including anxiety and fear. We are recovering from countless transitions beyond workplace changes and working remotely, such as altered contact with family, friends and colleagues and, in some cases, illness and death. Whatever our experiences during the pandemic years, returning to the laboratory is one more transition on top of the many others that mentors need to navigate. Developing a clear, intentional, realistic, culturally responsive plan for this transition is key to mentoring success.

As some people start to return to their labs and offices, mentoring during this time of transition needs to be reimagined. What worked before might not work now. Many of us have priorities that continue to shift, and mentors should not refuse to see this changing landscape. It is also important that mentors recognize they are going through a transition themselves while simultaneously supporting their trainees through their upheavals and progressions.

Here are some ideas to help you mentor during this time.

Plan in-person interactions with intention

Mentors and mentees have led solitary lives for some time, as laboratories and workspaces may have been closed or at less than full capacity. Therefore, while humans may crave interaction, the practice of seeing each other again might be awkward at first. It makes sense to devote time to work on group dynamics and norms, as returning face-to-face in groups can be disorienting. Mentors must be sensitive to differing abilities to reconvene to working in person. We need to give each other the space and time to empathize with what physically getting together requires and to process what that looks like for mentors as well as for mentees. While we may need to continue to plan activities to get together face-to-face in a socially distanced manner, we also need to recognize it might be difficult for some to close that distance and to learn to reenter a populated environment. In planning in-person interactions, we must consider how activities from past years can be enhanced and reimagined for the physical workplace. Be sure to ask, “How are you today?” as part of your initial assessment.

Reassess goals

Mentees may feel derailed about future career goals and plans, as well as life priorities. Now is the time for mentors to understand potentially altered career plans, including changes that have occurred over the course of the past years. Mentors must tailor mentoring plans to each individual mentee and align any new goals with new guidelines and timelines. Now is the time for mentors to truly ask questions. For example, “How have your priorities changed over the last years? What career and personal changes need to be considered for our mentoring relationship?  If your perspective about career and research has changed, how so? What does success now look like for you?” may be some questions mentors may ask of their mentees. The new landscape necessitates that these mentor-mentee discussions might take more time than past meetings to allow sufficient time for discussion and brainstorming about new goals.

Recalibrate mutual expectations

Mentors need to reexamine expectations and recognize goals are not static. Going back to pre-COVID-19 expectations is unrealistic given new approaches to mentoring are needed. It is important for mentors within undergraduate research committees to build safe spaces for mindful expression of their own experiences. Feedback is critical. Researchers need to take time to establish an iterative relationship where both mentor and mentee consistently and frequently review productivity expectations and timelines with others. Invite mentees to participate in honest sharing of concerns about deadlines for attending seminars, engaging in literature reviews, finishing experiments, presenting results in poster form, writing or completing manuscripts, and submitting grant applications with mentors. Discuss how both you and your mentee will manage both expected and unexpected challenges, and any related shifts in timelines. In addition, revisit expectations around how you and your trainee will work together on a regular basis. For example, discuss your preferred approach to communication during this stage of transition, in terms of both frequency and mode. If something more formal is helpful, consider revisiting your shared expectations in the form of a mentoring agreement so that you can refer to it regularly and adjust as needed as your undergraduate research advances.