2.2 - Common Mentoring Approaches

Definition: The mentor focuses on skill development and specific feedback. This model emphasizes goal-setting, guided practice, and a clear structure for improvement.

Example: A mentor demonstrates how to run a PCR reaction step-by-step, then observes the student practicing and provides targeted feedback.

Strengths: Clear expectations, strong support for new learners, confidence building.

Limitations: If used too rigidly it can limit independence or make students overly dependent on direction.

Definition: The mentor provides minimal initial structure to encourage the student to take ownership early and explore problem-solving independently.

Example: A mentor gives a broad project goal and asks the student to draft the first version of the experimental plan before receiving guidance.

Strengths: Encourages autonomy, strengthens problem-solving skills, supports rapid development of independence.

Limitations: Can overwhelm inexperienced or anxious students, which may lead to frustration or disengagement.

Definition: The mentoring relationship is grounded in predictable, consistent communication through scheduled weekly meetings focused on updates, troubleshooting, and planning.

Example: A mentor sets a standing 30-minute meeting every Monday where the student brings updates, questions, and plans for the week.

Strengths: Provides stability, reinforces expectations, gives students regular opportunities to ask questions.

Limitations: If mentors rely only on scheduled meetings, students may assume they should not reach out between check-ins.

Definition: Students with slightly more experience provide guidance, skill support, and community-building for newer students.

Example: A second-year undergraduate teaches a new student how to navigate the lab and troubleshoot common issues.

Strengths: Builds community, reduces power differential, increases mentee comfort and belonging.

Limitations: Peers may lack deeper expertise or confidence in advising others, which can limit effectiveness.

Definition: The mentor provides very little support or structure and expects the student to learn by independently figuring things out.

Example: A mentor hands the student a protocol and says "figure it out," stepping in only if something goes wrong.

Strengths: May lead to rapid independence for a small number of highly self-directed students.

Limitations: Often creates confusion, anxiety, and inequitable outcomes. Not appropriate for high school researchers.

Definition: The mentor structures the research experience around workflows, deadlines, milestones, and deliverables to mirror professional research environments.

Example: A mentor creates a shared project tracker with weekly tasks, deadlines, troubleshooting notes, and upcoming deliverables.

Strengths: Models real-world project planning, supports time management, and clarifies expectations.

Limitations: Can neglect relationship-building if used alone, which may limit student comfort and communication.