INBRE is committed to the development of junior faculty by providing mentorship for research progress, manuscript and grant proposal review. To meet this objective, we have implemented the following activities for the junior faculty:

  • Provide experienced faculty members with a NIH funding track record to serve as mentors, as negotiated from 2% to 5% of time (1 to 3 hours per week) as requested by the mentee-mentor

  • Request that mentors identify procedures to address problems in the developing stages of the careers of junior faculty members
  • Request that mentors develop a timeline with mentees for manuscript and grant proposal review and submission Request that mentors and mentees discuss research progress quarterly

Mentoring Guidelines

Guidelines for NM-INBRE Faculty Research Mentoring Program

Purpose: The NM-INBRE program is committed to the development of junior faculty by providing mentorship for research progress, manuscript and grant proposal review.

Definition of Mentoring: A mentor is a trusted counselor or guide. In an academic setting, a mentor is generally a senior faculty member who advises or guides a junior faculty member in matters relating to achievement of academic success. It is expected that the mentor will assist the mentee in creating an agenda for working toward his/her professional development goals and will provide the mentee with insights into the realities of building an academic career. As such, the mentor is an active participant in the process and does not merely serve as a role model for the mentee.

To meet this objective, the NM-INBRE has implemented the following activities:

  • Provide experienced faculty members with a NIH funding track record to serve as mentors. 
  • Request that mentors identify procedures to address problems in the developing stages of the careers of junior faculty members.
  • Request that mentors develop a timeline with mentees for manuscript and grant proposal review and submission.
  • Request that mentors and mentees discuss research progress regularly, quarterly at the minimum.

Evaluation and Reporting: The faculty mentoring program will have a uniform evaluation and reporting process. Important to this process is:

  • A simple record of mentoring including descriptions of timeline development and meetings-action items. Meetings will focus on issues relating to developing an academic career: research, teaching, publications, and networking.
  • Regular meetings between the mentor and mentee on an as needed basis, but no less than twice per year in person.

Selection of INBRE Mentors: Mentors should have research expertise relevant to the scientific area(s) to be developed within the INBRE. The mentor may be a collaborator on the faculty investigator's research project. Mentors will help oversee the proposed training and career development of promising investigators. Each project investigator should be assigned at least one mentor. The mentor is an established faculty member, at the rank of tenured associate professor, who has demonstrated the ability to advise others through the acquisition of external support and the maintenance of an independent research laboratory. The mentor must have active NIH funding or have an established, successful NIH grant record. In some instances a suitable mentor may not be available within the investigator's institution; therefore it is acceptable to enlist appropriate mentors from outside institutions.  In some cases, Center of Biomedical Research Excellence (COBRE) investigators, where appropriate, may serve as mentors to INBRE investigators and/or students. Selection of mentors must be approved by the NM INBRE Steering Committee.  

Responsibilities of a Mentor:

  • be accessible to the mentee and meet with him/her on a regular basis;
  • provide constructive feedback and advise the mentee on relevant issues related to developing a successful academic career;
  • review and critique the mentee’s grant applications and manuscripts; interpret “pink sheets” and reviews;
  • assist the mentee in establishing short and long term career goals, including helping the mentee complete an Individual Development Plan (IDP)*;
  • advise the mentee on supervision/training of students and trainees;
  • identify skill areas requiring improvement and suggest resources/faculty to facilitate improvement;
  • maintain confidentiality;
  • terminate the relationship if appropriate.

Responsibilities of a Mentee:

  • assume responsibility for his/her own career;
  • ask for and accept advice and constructive criticism;
  • develop a broad professional network;
  • maintain confidentiality;
  • strive for excellence in all areas of field of expertise;
  • terminate the relationship if appropriate.

*http://www.nigms.nih.gov/Training/StrategicPlanImplementationBlueprint/Pages/IndividualDevelopmentPlans.aspx  

http://myidp.sciencecareers.org