Mentoring in the Lab
During graduate school, I've had the chance to mentor many students in the lab in independent projects examining the genetic architecture of maize-teosinte hybrid populations or assisting on my own thesis project. Due to the nature of this work, I have fostered a collaborative environment amongst the undergrads conducting research since many of their projects are very similar to one another. One example for how I did this was by creating a weekly journal club amongst the undergraduates.This allowed students to further their learning experience and gain knowledge about the breadth of research in the field. I also push for students to develop transferrable skills, like communicating their work to a broader audience or developing effective presentations. All students who conducted independent research had to present their work in some form, whether it was a poster at a conference at the University of Wisconsin-Madison or the International Maize Genetics Conference, or a powerpoint at a lab meeting. I sought out these mentoring experiences as a way to push my own communication, mentoring and collaboration skills.
In addition to the nine students I mentored, I supervised and trained other undergraduates as lab technicians as well. There were a total of about 16 undergraduates I directly worked with during graduate school. Beyond the lab, I also helped advise them in their major or classes to take, future career paths and wrote recommendations for a few. I had appreciated when others had provided their knowledge to help me decide my future career goals, so I regularly met with my students to ask them how their classes and work was going and provided an open line of communication for them.
In addition to the nine students I mentored, I supervised and trained other undergraduates as lab technicians as well. There were a total of about 16 undergraduates I directly worked with during graduate school. Beyond the lab, I also helped advise them in their major or classes to take, future career paths and wrote recommendations for a few. I had appreciated when others had provided their knowledge to help me decide my future career goals, so I regularly met with my students to ask them how their classes and work was going and provided an open line of communication for them.
Current and Past mentees who worked on lab projects:
Lora Daskalska (2015-2017) examined the genetic architecture of flowering time traits in maize teosinte hybrid populations. Lora is currently is a PhD student at the Medical College of Wisconsin. Craig DeValk (2015-2017) worked on finemapping the domestication trait cupules per rank on chromosome five in maize. Craig is currently a PhD student at the University of Chicago. Brandon Kim (2015-2016) assisted me on my thesis project finemapping an ear size QTL on chromosome five. He also examined the genetic architecture of the kernel row number trait in maize-teosinte hybrids. Brandon is currently an MD student at the University of Wisconsin-Madison. Kyle Krueger (2015-2018) worked on examining the genetic architecture of various domestication traits in maize-teosinte hybrids, as well as finemapping the nonshattering trait in maize. Jack Schnell (2016-2018) examined the genetic architecture of kernel weight in maize-teosinte hybrid populations. Samuel Lawton (2016-2018) is examining the genetic architecture of staminate spikelet, ear branch number, tassel branch number and shattering in maize-teosinte hybrid populations. He also assisted in a project finemapping ear size domestication traits in maize. Isaac Barber (2016-2017) examined the genetic architecture of ear length and diameter in maize-teosinte hybrid populations.
Bailey Spiegelberg (2017-2018) is examining the genetic architecture of tiller number, plant height and kernel weight in maize-teosinte hybrid populations. She also assisted in a project finemapping ear size domestication traits on chromosome five in maize. Aria Peterson (2017-Present) examined the genetic architecture of flowering time traits in maize-teosinte hybrid populations. |
Mentoring Feedback and Reflection
As I near the end of my mentoring experience in graduate school, I asked a few of my students to provide me feedback on my mentoring. Here are some examples:
"I started working with Ali about a year and half ago. I had to do a semester long research project for one of my classes in a lab. Coming in, I knew nothing. I didn’t know how to use the equipment, I didn’t know how to write a research paper, I didn’t even understand what my topic was about. Ali took the time to sit down with me and walk me through step by step, everything that I needed to know. Then the next day, when I forgot how to do it, she would sit there and explain again and again. And when I said I understood, even though I didn’t I was just embarrassed to ask again, she would make me explain it back to her until she was convinced I really knew it. I learnt so much from her just in that first semester because she took the time to make sure I did. I continued working with her for three more semesters. Not only did she guide me in lab, she also helped with other aspects of my life. She directed me towards professors who were working in topics I was interested in. She researched and found internship opportunities, potential graduate programs and got me into a new research lab [since our current lab is shutting down]. Ali tutored me in classes that I was struggling in. She was there for me in hard moments of my personal life. She has always been someone I know I can trust and rely on for anything I need. She is never too busy to listen to me and is someone I truly admire. Anyone would be lucky to have her in their life."
"During my time in the Doebley Lab during the past two years, I’ve come to know Ali as a mentor and friend. Ali was my mentor when I first joined the lab. I appreciated the fact that Ali fostered an open and collaborative environment. This made asking questions and expressing opinions very easy. For me, two characteristics set Ali’s mentoring ability apart and demonstrate that she is truly exceptional. First, Ali focuses on errors and utilizes it as an effective teaching tool. Rather than focusing on fact that the end result was wrong, Ali focuses on discovering the thought process that led to the incorrect conclusion. Ali’s ability in this regard is truly exceptional. Second, Ali’s mentoring extends beyond science topics. Ali has always been available to provide guidance beyond academic issues. She is always willing to give her opinions and advice. She has become a valuable and trusted advisor."
"I began working in Dr. Doebley’s Maize Genetics Lab halfway through my undergraduate career, as a research assistant. At first, I didn’t have much contact with the graduate students, other than fieldwork or when discussing tasks that needed to be done around the lab. However, a few months after beginning my position, Ali noticed I was interested in the research and suggested I collect some data during the summer field season, to get involved. From there, my responsibilities became more diverse. For example, I gained experience in data entering, collection, and analysis, as well as learning advanced lab techniques like DNA extraction and gel electrophoresis. When the second summer came along, I was content with my tasks and already felt like I was learning a lot. However, Ali saw an opportunity for me present at a national conference the following year if I continued the data collection and analysis of the previous year. She encouraged me on that path, and her confidence in me pushed me to believe I could do it. Throughout that year, she showed me how to enter and prepare the data for analysis, guided me in the literature review, assisted me in creating an abstract, and helped me design my poster. She also helped me face my fear of presenting my findings to the lab by giving me feedback on my PowerPoint in advance and letting me practice presenting to her several times. In addition to gaining confidence, I gained other valuable skills through spending time with Ali at that national conference and other academic events. I learned how to present myself professionally and communicate my work to a variety of audiences, how to ask scientific questions, how to think critically to come up with research methods to address those questions, and how to apply lab science to everyday life. When I started that job, I was hoping to become exposed to what academic research was like, but I never expected that experience to motivate me to pursue research after undergrad. By observing Ali as a graduate student and having her mentorship during my research experience, I decided that I could continue on in graduate school—a path that seemed impassable before I started working at the lab. Now I use the advice she gave me in my graduate career, such as reminding myself to network, agreeing to presentations, and taking opportunities to teach my peers. Through these efforts, I learn more about myself, gain new skills, and push myself to achieve more than I can imagine."
"Ali has been an influential mentor for me for the past year. She worked in the research lab I joined last January, and right when I started she made me feel welcome. She was someone in the lab that I knew I could turn to when I had questions about any of the processes or tasks I had to complete. Later, Ali became my mentor for my own independent research project. She helped me through the entire process from start to finish, including writing a research paper, creating a presentation, and a poster. I had many questions throughout this process, and Ali not only made sure that she answered all of my questions, but also that I completely understood the concepts. I was lucky to have a dedicated mentor who cared so much about how I was doing on the project, and also about how much I was learning. In addition to being academically influential, Ali has also helped me in many personal aspects of my life. She’s more helpful in choosing the right classes and building my schedule than my actual advisor through my major. She helps me weigh the pros and cons of my choices, and calms me down when I’m stressed. I’m so thankful that I’ve had such a devoted, enthusiastic, and caring person to help me grow as a student. "
"Throughout my college years, Ali has not only been there for me to help with projects in the lab, but she’s also been the most helpful, go-to, and understanding advisor I didn’t know I would be lucky enough to have. Ali is able to communicate with undergraduates, in my opinion, in a way that is a lot more useful than speaking to an older advisor because she has more recently been through the undergraduate college experience. She explains and articulates challenging concepts in science in a helpful way. On top of this, Ali has been there for me when I wasn’t sure what the next steps to take should be in my education. After she graduates, I will miss our mini-advising sessions at her lab bench, where she has helped me with study abroad applications, graduate school considerations, and communication with other PI’s at UW Madison. Her dedication and devotion to mentoring undergraduates is a virtue that I wish all undergrads would be able to experience."
While I realize that my students knew I would be reading their statements and reflecting on them, I am glad that my students have appreciated the factors of my mentoring that I view are most important. The first is that my students appreciate when I push them out of the comfort zone. Many of our students come into our lab either as a technician to get money or as a student looking for a lab home to complete a semester long independent project for a class (Bio 152). Very few of our students have joined the lab because of their interest in evolutionary genetics. Therefore, I related the importance of what we do to their interests (which is typically more medical based or related to public health). This allows them to see the interrelatedness of the field of biology and how many techniques we use can be applied to other scenarios more of interest to them. I also emphasize the transferrable skills I have them work on, such as communication, presentation and collaborative skills. No matter what career they will choose in the future, those skills will be useful. I'm glad to see that my students have valued that part of my mentoring.
I always tried to have a conversation at the beginning of the semester with each of my students to understand what their goals are for themselves when continuing in the lab and develop a plan together. If a student is working for credit, our department has them fill out a form that outlines expectations and goals of the research this semester or summer. I have found this is a very useful tool to have, and if my department didn't do it, I would consider developing my own mentor/mentee contract that functions similarly to the credit form. It is good to discuss everyone's expectations to make sure all parties are on the same page. If I mentor in the future, I will make this a part of my mentoring relationship because alignment of goals and expectations makes for a more positive experience for all.
Finally, the other factor I find really important is that students feel comfortable approaching me to ask questions. I emphasized in my teaching philosophy to have a positive, inclusive environment to learn, where students feel comfortable enough to ask questions when they don't understand something. Science is a lot of failure with occasional success, especially when the scientist isn't as familiar with the research methods. Therefore, I am glad that my students feel that I have fostered a safe place to learn and ask why things may not always work. I also think it is important for students to feel they can use you as a resource. Since I have served on admissions committees for different academic and professional programs, as well as gone through the process of applying to graduate school, I feel that I have knowledge that could be useful for others. I enjoyed meeting with my students and seeing if I could help guide them towards their future path. I'm glad to see that my students have found my advice useful. For example, student #3 came to our lab to help get some money for school, but never thought of research as a future career path. After spending time in our lab, they were exposed to the lab experience and ended up pursuing graduate school. It is experiences like this that have made mentoring in graduate school so rewarding.
"I started working with Ali about a year and half ago. I had to do a semester long research project for one of my classes in a lab. Coming in, I knew nothing. I didn’t know how to use the equipment, I didn’t know how to write a research paper, I didn’t even understand what my topic was about. Ali took the time to sit down with me and walk me through step by step, everything that I needed to know. Then the next day, when I forgot how to do it, she would sit there and explain again and again. And when I said I understood, even though I didn’t I was just embarrassed to ask again, she would make me explain it back to her until she was convinced I really knew it. I learnt so much from her just in that first semester because she took the time to make sure I did. I continued working with her for three more semesters. Not only did she guide me in lab, she also helped with other aspects of my life. She directed me towards professors who were working in topics I was interested in. She researched and found internship opportunities, potential graduate programs and got me into a new research lab [since our current lab is shutting down]. Ali tutored me in classes that I was struggling in. She was there for me in hard moments of my personal life. She has always been someone I know I can trust and rely on for anything I need. She is never too busy to listen to me and is someone I truly admire. Anyone would be lucky to have her in their life."
"During my time in the Doebley Lab during the past two years, I’ve come to know Ali as a mentor and friend. Ali was my mentor when I first joined the lab. I appreciated the fact that Ali fostered an open and collaborative environment. This made asking questions and expressing opinions very easy. For me, two characteristics set Ali’s mentoring ability apart and demonstrate that she is truly exceptional. First, Ali focuses on errors and utilizes it as an effective teaching tool. Rather than focusing on fact that the end result was wrong, Ali focuses on discovering the thought process that led to the incorrect conclusion. Ali’s ability in this regard is truly exceptional. Second, Ali’s mentoring extends beyond science topics. Ali has always been available to provide guidance beyond academic issues. She is always willing to give her opinions and advice. She has become a valuable and trusted advisor."
"I began working in Dr. Doebley’s Maize Genetics Lab halfway through my undergraduate career, as a research assistant. At first, I didn’t have much contact with the graduate students, other than fieldwork or when discussing tasks that needed to be done around the lab. However, a few months after beginning my position, Ali noticed I was interested in the research and suggested I collect some data during the summer field season, to get involved. From there, my responsibilities became more diverse. For example, I gained experience in data entering, collection, and analysis, as well as learning advanced lab techniques like DNA extraction and gel electrophoresis. When the second summer came along, I was content with my tasks and already felt like I was learning a lot. However, Ali saw an opportunity for me present at a national conference the following year if I continued the data collection and analysis of the previous year. She encouraged me on that path, and her confidence in me pushed me to believe I could do it. Throughout that year, she showed me how to enter and prepare the data for analysis, guided me in the literature review, assisted me in creating an abstract, and helped me design my poster. She also helped me face my fear of presenting my findings to the lab by giving me feedback on my PowerPoint in advance and letting me practice presenting to her several times. In addition to gaining confidence, I gained other valuable skills through spending time with Ali at that national conference and other academic events. I learned how to present myself professionally and communicate my work to a variety of audiences, how to ask scientific questions, how to think critically to come up with research methods to address those questions, and how to apply lab science to everyday life. When I started that job, I was hoping to become exposed to what academic research was like, but I never expected that experience to motivate me to pursue research after undergrad. By observing Ali as a graduate student and having her mentorship during my research experience, I decided that I could continue on in graduate school—a path that seemed impassable before I started working at the lab. Now I use the advice she gave me in my graduate career, such as reminding myself to network, agreeing to presentations, and taking opportunities to teach my peers. Through these efforts, I learn more about myself, gain new skills, and push myself to achieve more than I can imagine."
"Ali has been an influential mentor for me for the past year. She worked in the research lab I joined last January, and right when I started she made me feel welcome. She was someone in the lab that I knew I could turn to when I had questions about any of the processes or tasks I had to complete. Later, Ali became my mentor for my own independent research project. She helped me through the entire process from start to finish, including writing a research paper, creating a presentation, and a poster. I had many questions throughout this process, and Ali not only made sure that she answered all of my questions, but also that I completely understood the concepts. I was lucky to have a dedicated mentor who cared so much about how I was doing on the project, and also about how much I was learning. In addition to being academically influential, Ali has also helped me in many personal aspects of my life. She’s more helpful in choosing the right classes and building my schedule than my actual advisor through my major. She helps me weigh the pros and cons of my choices, and calms me down when I’m stressed. I’m so thankful that I’ve had such a devoted, enthusiastic, and caring person to help me grow as a student. "
"Throughout my college years, Ali has not only been there for me to help with projects in the lab, but she’s also been the most helpful, go-to, and understanding advisor I didn’t know I would be lucky enough to have. Ali is able to communicate with undergraduates, in my opinion, in a way that is a lot more useful than speaking to an older advisor because she has more recently been through the undergraduate college experience. She explains and articulates challenging concepts in science in a helpful way. On top of this, Ali has been there for me when I wasn’t sure what the next steps to take should be in my education. After she graduates, I will miss our mini-advising sessions at her lab bench, where she has helped me with study abroad applications, graduate school considerations, and communication with other PI’s at UW Madison. Her dedication and devotion to mentoring undergraduates is a virtue that I wish all undergrads would be able to experience."
While I realize that my students knew I would be reading their statements and reflecting on them, I am glad that my students have appreciated the factors of my mentoring that I view are most important. The first is that my students appreciate when I push them out of the comfort zone. Many of our students come into our lab either as a technician to get money or as a student looking for a lab home to complete a semester long independent project for a class (Bio 152). Very few of our students have joined the lab because of their interest in evolutionary genetics. Therefore, I related the importance of what we do to their interests (which is typically more medical based or related to public health). This allows them to see the interrelatedness of the field of biology and how many techniques we use can be applied to other scenarios more of interest to them. I also emphasize the transferrable skills I have them work on, such as communication, presentation and collaborative skills. No matter what career they will choose in the future, those skills will be useful. I'm glad to see that my students have valued that part of my mentoring.
I always tried to have a conversation at the beginning of the semester with each of my students to understand what their goals are for themselves when continuing in the lab and develop a plan together. If a student is working for credit, our department has them fill out a form that outlines expectations and goals of the research this semester or summer. I have found this is a very useful tool to have, and if my department didn't do it, I would consider developing my own mentor/mentee contract that functions similarly to the credit form. It is good to discuss everyone's expectations to make sure all parties are on the same page. If I mentor in the future, I will make this a part of my mentoring relationship because alignment of goals and expectations makes for a more positive experience for all.
Finally, the other factor I find really important is that students feel comfortable approaching me to ask questions. I emphasized in my teaching philosophy to have a positive, inclusive environment to learn, where students feel comfortable enough to ask questions when they don't understand something. Science is a lot of failure with occasional success, especially when the scientist isn't as familiar with the research methods. Therefore, I am glad that my students feel that I have fostered a safe place to learn and ask why things may not always work. I also think it is important for students to feel they can use you as a resource. Since I have served on admissions committees for different academic and professional programs, as well as gone through the process of applying to graduate school, I feel that I have knowledge that could be useful for others. I enjoyed meeting with my students and seeing if I could help guide them towards their future path. I'm glad to see that my students have found my advice useful. For example, student #3 came to our lab to help get some money for school, but never thought of research as a future career path. After spending time in our lab, they were exposed to the lab experience and ended up pursuing graduate school. It is experiences like this that have made mentoring in graduate school so rewarding.