My approach to graduate student mentorship is best described as an idiographic developmental apprenticeship model. Apprenticeship refers to the fact that students working in my lab learn by doing, i.e., conducting all aspects of our research (data collection, data analysis, manuscript preparation, conference presentations) under my supervision, beginning in their earliest days of graduate training. Developmental refers to two aspects of my training model. First, students working in my lab work with increasing autonomy over time, with the goal of achieving substantial independence in both their research ideas and activities for doctoral students. Second, I welcome the opportunity to mentor students with varied amounts and types of previous research experience, customizing each student’s experience in the lab to be well suited to their current skillset and level of experience. Idiographic refers to the fact that I further tailor each student’s training experience to best fit their unique strengths, training needs, and career goals. In addition, I place a strong emphasis on grantspersonship and other aspects of professional development.

I take an evidence-based approach to running a lab, drawing from I/O psychology research (Amabile & Kramer, 2011) and studies investigating the experiences of new faculty (Boice, 2000). I also incorporate strategies from successful business cases (e.g., Fried & Hansson, 2018).

References:

Amabile, T., & Kramer, S. (2011). The progress principle: Using small wins to ignite joy, engagement, and creativity at work. Harvard Business Press.

Boice, R. (2000). Advice for new faculty members. Needham Heights, MA: Allyn & Bacon.

Fried, J., & Hansson, D. H. (2018). It doesn’t have to be crazy at work. HarperBusiness.