MENTORS START HERE:

• Click on each content area below to view the activities and resources available (1. Communication, 2. Inclusive Mentoring, 3. Ethical Conduct, 4. Goal Setting & Monitoring, 5. Job Exploration & Skills).
• Then visit the Building Your Mentoring Workbook tab to select the items you want to include in your workbook.
• Please recommend additional activities and resources using the “Suggestions” tab on the Resources page.

Note that your selections will always open in new tabs, so that you can toggle easily between pages on this site.

MENTORING CORE CURRICULUM

The Mentoring Enrichment Project suggested core curriculum is intended to give mentors a starting point for constructing a mentoring workbook. The core curriculum consists of one resource from each section that is relevant to mentees at all stages of their scholastic journeys. These activities are easily identifiable as the first listed exercise in each section (1.1, 2.1. 3.1, etc.). The list of titles for the core curriculum activities can be found here. You can review each of these resources and more below by clicking each content area.

• 1.1 Mentoring Compact (Content Area: Communication)
• 2.1 Understanding Your Strengths (Content Area: Inclusive Mentoring)
• 3.1 Rigor and Reproducibility (Content Area: Ethics)
• 4.1 Individual Development Plan (Content Area: Goal Setting and Monitoring)
• 5.1 Exploring Career Paths (Content Area: Job Exploration and Skills)

SKILL LEVEL OF EXERCISES

The distinctions of skill level are determined by the different timelines of the student’s research or the number of years the student has been in the lab. These are not classifications based on the year in college. An example of a beginner could be a 4th-year student who has just joined a research team with no prior research experience. The skill level distinction for each exercise can be found on in parentheses next to the activity title on the content pages (e.g. Mentoring Compact (Beginner)).

Beginner: A student who has just joined a research team without prior research experience.

Intermediate: A student with less than a year of research experience.

Experienced: A student who has been in a lab for a year or more.

Kyle Frantz, Ph.D.

Dr. Frantz has maintained two lines of scholarly activity: one in laboratory research on the developmental neurobiology of reward and reinforcement, and the second in science education administration and research. In science education, Dr. Frantz maintains federal, private, and internal funding for summer and academic year research programs for high school students, teachers, and undergraduates as Director of The Center of the Advancement of Students and Alumni into Graduate and Professional Programs (CASA).

Sherri Briggs, Ph.D.

Dr. Briggs is a Program Coordinator for the Center for the Advancement of Students and Alumni (CASA). Her role is to assist students interested in pursuing a post-graduate degree in STEM fields through CASA-hosted initiatives. Dr. Briggs’s passion has always been to ensure that students from marginalized populations are empowered and equipped to enter competitive academic and professional STEM fields. Dr. Briggs aims to ensure that GSU students thrive in whichever STEM endeavor they choose!

Elizabeth Sambor

Liz Sambor is a master’s student at the neuroscience institute. She is also a new mom and a soldier in the Georgia Army National Guard. Mentoring has played a significant role in my education and research journey. My mentor has helped guide me and has taken a personal interest in my career goals. Having an invested mentor has made all the difference.

Mikayla Collings

Mikayla Collins is a 4th-year year neuroscience student planning to obtain a master’s degree in physician assistant studies. Mentoring is very important to her. She says, “Without my mentor, I wouldn’t have been able to take advantage of the research opportunities at Georgia State or choose my career goal. With a mentor, I am able to gain guidance and knowledge on a career from someone with an established network, and that has been critical to my success at Georgia State.”