Mentorship
As a mentor to students, I aim to support them in achieving their own goals and ensure they have necessary skills to rigorously conduct and evaluate research. I can provide projects for incoming students as they become acquainted with research, and help them to conduct their own research or to implement measures that interest them into an existing larger project as they progress in the program. Importantly, my approach is flexible and is adjusted based on students’ needs. Students expectedly enter the program with different levels of experience and different barriers to success. Although I look forward to having students contribute to projects that extend my own research, I aspire to further expand psychology by producing researchers with their own identities, and I am excited for my own research to further develop based upon my students’ interests.
I have clear guidelines for incoming trainees so that everyone understands the conduct that is expected for laboratory meetings (e.g., being respectful, punctual, and engaged at meetings). I create individual development plans with my students so that they can identify the skills they wish to develop in a non-evaluative manner, and together we can identify how they can attain their goals with my support. I understand that students often experience their own status dynamics with faculty and do my best to advocate for the student whenever possible. That being said, I understand that I will have unfortunate missteps and try to have opportunities for open feedback and communication so that I can continue to improve as a mentor and address my own biases. So that my students are comfortable asking me for support, I have regular individual meetings with them as well as a consistent meeting for my research team. These meetings provide an opportunity for students to present and discuss articles, and to get feedback from myself as well as others. Ideally these meetings are led by students, enable student communication and collaboration, and promote a cohesive and supportive research environment.
Letters of Recommendation
Here are general guidelines for students to request letters
of recommendation. Policies vary across professors so always make sure to reach
out to your professor and ask for their professors.
1) Reach out with plenty of notice, preferably at least
three weeks. There are times when I have competing deadlines (e.g., a grant)
and want to make sure not to rush your letter. That being said, don’t be shy if
you provide less notice. It’s happened to me before that I feel bad requesting
a letter of recommendation and then wait even longer before waiting for the
letter—if you think you might need it, it’s better to go ahead and ask. It will
not change my view of you as a student, but please be understanding if I do not
have the time to write it. It is not a reflection of how I feel about you as a
student.
2) Waiving versus not waiving your rights refers to whether
students agree to never see the letter (waiving rights) or whether they want to
be able to access the letter of recommendation later (no waiving). Students
often think that they shouldn’t waive their rights because they want to see
what the professor wrote. Admissions committees and potential employers often
view confidential letters of recommendation as more credible and trustworthy.
They believe that if a student hasn’t seen the letter, the recommender’s
evaluation is more genuine and unbiased. Waiving the right to access is a
common practice in academic and professional settings. It aligns with standard
procedures and can make the process smoother and more streamlined. Therefore, I
always recommend to waive your rights (it is one of the first things that I see
on the graduate admissions portal). Always inform the recommender (me) if you
are waiving your rights to the letter. If you do not waive your rights, I
will not be able to provide a letter for which your rights are waived going
forward. This is a matter of academic honesty and integrity.
3) Email your CV/resume and transcript. It’s common to
reference the other activities that students completed and generally describe
them as a student, beyond my course. It can also help to make a compelling case
for why that student is a good fit for that opportunity.
4) Let me know of anything you’d like me to address in the
letter. Were there specific things you did in my class that you want me to
highlight? Were there aspects about yourself that you couldn’t address in your
other application materials? Would you like me to contextualize aspects of the
university or course, or external circumstances that might have affected your
course performance?
5) Please send a reminder as the deadline approaches! I do
my best but we all mistakes.