Individual Development Plan and Mentor-Mentee Agreement

Overview

PhD students (mentees) are engaged in an intense period of personal and professional growth. During this period students develop into independent scientists with significant expertise in forming and addressing scientific questions. This requires focus, determination, time on task, significant technical, analytical, and personal support, and the ability to work with mentors and other team members to advance research goals. 

 

Mentoring is an active process by which faculty advisors establish and foster structured and trusting relationships with graduate students by offering guidance, support and encouragement aimed at developing their competence and facilitating their success.  Mentors are good listeners, people who care about the graduate student(s) want to help them further develop their strengths and achieve academic excellence and professional advancement. 

 

Advising can be defined as offering constructive counsel and guidance to graduate students in order to assist them in achieving their academic and professional development goals. An advisor helps to evaluate graduate student and trainee skills and talents, and assists students/trainees in the selection of coursework and other academic and training activities that will help further their academic enrichment and professional development. Advisors also help students navigate program requirements and assess achievement of key milestones. During their time in the MCBGP, students will be advised by program leadership, the thesis advisor, and the Thesis Advisory Committee.

 

In this document, we provide guidance for students and mentors to develop an individualized development plan (IDP). Second, we provide a template for a mentor-mentee agreement that graduate students and their advisors can use to discuss some of the key aspects of the mentor - mentee relationship.

 

The MCBGP advises students and mentors to review their advising agreements and update them as necessary (approximately once per year). It is recommended that students/advisors review mentor-mentee agreement and update the IDP in advance of each thesis committee meeting. Students are encouraged to refer to these discussions and updates during the thesis committee meetings.

 

 

MCBGP Student Advising and Milestone Requirements Timeline

 

Student Year

Advising Requirements

Additional Requirements

First

First Year advising meetings with program leadership in the Fall and Spring semesters to plan coursework.

 

IDP to be completed in November of the first year as part of the Responsible Conduct in Research course. 

 

Work with the new thesis advisor to update IDP and create a mentor-mentee advising agreement during the summer before the second year.

Complete three academic year research rotations and present on that research at the end of each rotation.

 

Identify and join a thesis lab by the end of the Spring semester, or identify a lab for a fourth rotation.

Second

Second Year advising meetings with program leadership in Fall and Spring semesters to plan coursework and the qualifying exam.

 

Work with the Thesis Advisor to establish a Thesis Advisory Committee.

 

Hold the first Thesis Advisory Committee meeting by the end of February to schedule and prepare for the qualifying exam.

 

Submit an updated IDP and review mentor-mentee agreement no more than 2 months after successful qualifying exam completion. Share the IDP with the member of your thesis committee charged with looking after your professional development.

Serve as a Teaching Assistant for one semester. Normally completed in Fall or Spring of the second year.

 

Third 

Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database.

Present on research progress to date at one Data Club meeting during the academic year.
 

Fourth

Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database.

 

Submit an updated IDP by the end of Spring of the fourth year.

Present on research progress to date at one Data Club meeting during the academic year.

Fifth year and above

Meet with the Thesis Advisory Committee at least once per year to assess progress, and submit a Committee Meeting Report in the MCBGP Database.

 

Schedule a final committee meeting 3-6 months before the defense to approve the thesis outline and finalize a defense date.

Students must have at least one first author/co-first author paper or at least two middle author research papers at least at the stage of submission to a peer-reviewed journal at the time of graduation.

 

 

Individual Development Plan (IDP)
 

IDPs provide a planning process that identifies both professional development needs and career objectives. IDPs also can serve as a communication tool and mutual expectations outline summary for faculty advisors and graduate students. 

 

What is an IDP? 

The IDP is a valuable tool that gives trainees the opportunity to define their short-term and long-term goals. Research shows that people who incorporate career planning into their training are more likely to reach their goals. The IDP is intended for scientists at all career stages to think about and develop goals for the next 6-12 months with the intent to advance career development. These goals should include, but are not limited to, research project goals, career advancement goals and skill development goals. 

 

What are Brown University expectations regarding IDPs? 

All graduate students and postdocs within BioMed are required to submit an IDP through the Office of Graduate and Postdoctoral Studies. The IDP and goals should be discussed with feedback from the trainee’s mentor(s). It is also a good idea to talk about short- and long-range goals with peers and at thesis committee meetings.  

 

How to create and submit an IDP:

Please refer to the OGPS website for IDP guidelines, template, and submission: https://www.brown.edu/academics/biomed/graduate-postdoctoral-studies/resources-and-programs/individual-development-plan-idp

 

The MCB Graduate Program (MCBGP) and the Division of Biology and Medicine Office of Graduate and Postdoctoral Studies require that an IDP be completed in November of the first year as part of the Responsible Conduct in Research course, and then again no later than Spring of the 4th year of graduate school. For the second year, the MCBGP requires submission of an updated  IDP no later than 2 months after the successful completion of the qualifying examination.  The IDP should be prepared in collaboration with the research advisor(s).  Some students may find it helpful to review their IDP as part of their annual committee meeting. 

 

Main Components of an IDP:

Goals 

  1. To help determine short-term needs for improving current performance. 

  2. To establish longer-term research and career goals.

 

Part I – Progress Review: Research and Professional Training in Past Year

Give a brief overview of your research project and major accomplishments in the past year. Include the following information: publications, honors/awards, national or other professional meetings attended, new areas of research or technical expertise acquired in the past year, teaching activity, committee or other service activity, other professional activities, other activities (community, etc) with professional relevance.

 

Part II – Plans for Next Academic Year 

What are your research and training plans, and career goals?  Include the following information: research project goals (brief paragraph), anticipated publications (indicate projected titles), anticipated meeting or workshop attendance, fellowship or other funding applications planned (indicate name of award), other professional training (course work, teaching activity), current career goals.

 

Mentor-Mentee agreement for graduate Students and their advisors

A successful student-mentor relationship requires commitment from the student, mentor, graduate program, and institution. The MCBGP encourages all student-mentor pairs to review the guidelines and examples for a successful advising agreement provided in the AAMC Mentor Training for Biomedical Researchers (2014)

After reviewing the guidelines, and discussing what goals and commitments are important for both student and mentor, please review the advising agreement template provided below. This is intended to provide a set of points to discuss - please feel free edit the advising agreement template to meet your needs.
 

Graduate Student Commitment

I acknowledge that I have the primary responsibility for the successful completion of my degree.  I will seek guidance from my faculty/research advisor, career counseling services, thesis/dissertation committee, other advisors and mentors, and other resources available for advice on career plans.  

 

I pledge to do the following…

 

  • Be committed to my graduate education. I will demonstrate this by my efforts in both classroom and research settings

  • Commit significant time to advancing my training and project goals. I will discuss my typical weekly schedule and the anticipated duration/end date of my PhD with my advisor

  • Maintain a high level of professionalism, self-motivation, engagement, curiosity, and ethical standards

  • Meet regularly with my faculty/research advisor and provide them with updates on the progress and results of my activities and experiments

  • Work with my faculty/research advisor to develop a thesis/dissertation project, including a timeline for each phase of my work

  • Work with my faculty/research advisor to select a thesis/dissertation committee, which I commit to meeting with regularly. I will be responsive to the committee’s advice and constructive criticism. It is the responsibility of the student and advisor to plan committee meetings annually or more frequently, in accordance with program guidelines

  • Be knowledgeable about the requirements and policies of the MCBGP, the Graduate School and Brown University, and will comply with both the letter and spirit of those requirements

  • Maintain a detailed, organized, and accurate record of my research as directed by my advisor; I am aware that my original notes and all tangible research data are the property of Brown University and that I may take a copy of my notebooks with me after I complete my thesis/dissertation

  • Discuss policies on work hours, sick leave and vacations with my faculty/research advisor, and notify fellow research group members in advance of any planned absences

  • Discuss policies on authorship and attendance at professional meetings with my faculty/research advisor in a timely manner

  • Work with my advisor to submit all relevant research results that are ready for publication in a timely manner

  • Work with my advisor to apply for fellowships and/ grants that will help to fund my work and begin to establish my independence. I understand that I need to balance this goal with my other research and coursework commitments.

 

Faculty Advisor Commitment

 

As a mentor and an advisor, I am committed to provide scientific and professional support for the graduate student. In most cases, this will require me to build and manage an effective scientific team in which each member’s goals are being met. 

 

 I pledge to do the following…

 

  • Be committed to mentoring the graduate student and to their education and training in an effort to prepare them as a future member of the scholarly community

  • Commit significant time to mentoring and helping to advance the student’s training and project goals. I will discuss my and the student’s typical weekly schedule and the anticipated duration/end date of the the student’s PhD

  • Clearly communicate and cooperate with additional student mentors for student financial support and research goals (co-mentor advising only)

  • Aim to provide for every graduate student under my supervision an environment that is intellectually stimulating, emotionally supportive, safe, and free of harassment

  • Be supportive, equitable, accessible, encouraging, and respectful, and foster the graduate student’s professional confidence and encourage critical thinking, scientific rigor and creativity

  • Be committed to helping plan and direct the graduate student’s research project, setting reasonable and attainable goals, and establishing a timeline for completion

  • Be committed to meeting with the student on a regular basis and providing resources as appropriate (and/or according to Brown University guidelines), in order for the students to conduct thesis/dissertation research

  • Be knowledgeable about, and guide the graduate student through, the requirements and deadlines of the MCBGP, the Graduate School and Brown University including teaching requirements and Human Resources guidelines

  • Help the graduate student select a thesis/dissertation committee and ensure that this committee meets at least annually, to review the graduate student’s progress. It is the responsibility of the student and advisor to plan committee meetings.

  • Facilitate the training of the graduate student in complementary skills needed to be a successful researcher; these may include oral and written communication skills, grant writing, lab management, animal and human research policies, the ethical conduct of research, and scientific professionalism

  • Encourage the student to seek additional opportunities in career development training

  • Discuss authorship policies regarding papers with the graduate student, acknowledge the graduate student’s contributions to projects beyond their own, and work with the graduate student to publish their work in a timely manner

  • Discuss and support applications for fellowships and/ grants that will help to fund the student’s work and begin to establish their independence. I understand that I need to balance this goal with the student’s other research and coursework commitments.

  • Discuss intellectual policy issues (e.g. disclosure, patent rights and publishing research discoveries) with the student, when appropriate

  • Encourage the graduate student to attend professional meetings and make an effort to help secure funding for such activities

  • Be accessible to provide advice and feedback on career goals 

  • Assist in finding a position for the graduate student following their graduation, including providing honest letters of recommendation for the next phase of their professional development

 

Comments:

 

By signing this document, we indicate that we have had the opportunity to discuss these principles and agree to return to them as we work together.

 

Graduate Student Name                Signature                Date

 

Faculty Advisor Name                    Signature                Date

 

The “Advising Agreement Between Graduate Students and Faculty” is based on the “Mentoring Compact” published by the Graduate Research, Education and Training (GREAT) group of the American Association of Medical Colleges (AAMC), on the IDP (Individual Development Plan) developed by the Federation of American Societies for Experimental Biology (FASEB), on material developed by the National Postdoctoral Association, and on the Guide to Mentoring Graduate Students, published by the Rackham Graduate School at the University of Michigan.  All material is adapted with permission.

 

NOTE:  This tool MAY be used to help facilitate your advising and mentoring responsibilities.  We encourage you to modify this template according to faculty advisor/advisee needs.  This tool is not intended to serve as a legal document, but rather as an agreement in principle as to the training goals of the advisor and advisee.

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