4.3 - Setting Mentoring Expectations

Successful mentoring rests on good communication. Ensuring all participants share goals and agree on expectations for the relationship helps prevent miscommunications or misunderstandings.  Setting clear expectations for team function and goals at the beginning of a mentoring relationship lays the groundwork for the student’s growth and eventual independence.

Discussions for expectations may include these common elements:

• Research project objectives

• Student goals for academic and personal growth

• Hours/schedules for work

• Frequency and purpose of mentor/mentee meetings

• Timeline and progression for training

• Communication protocols, including what platform/means of communication to use, who to contact, and time expectations for a reply

• Data management practices (ie lab notebook standards, security for lab data, access to software)

• Expectations for a letter of recommendation or professional reference

• Expectations for the project results (publications, presentations, etc.)

• Compliance and ethics standards, including expectations for the use of Artificial Intelligence tools

Many mentors or research programs (including NCSSM-Durham’s Mentorship and Research Program!) use a formal compact or agreement document to record these expectations.  This can operate as a type of contract or set of norms for later reference- though a major benefit is simply from having a structure to ensure you discuss expectations together!  Many existing templates for high school, undergraduate, or graduate mentees can be used or adapted, including these models:

Expectations change and evolve over time, so continued reflection and updates will help keep any initial agreement relevant and useful.