WISCIENCE
Wisconsin Institute for Science Education and Community Engagement
Three ARMP participants sit at a table in a classroom.

Advancing Research Mentoring Practice (ARMP)

Cultivate an Effective and Culturally Responsive Mentoring Practice

Effective mentoring skills can make the difference between a mutually beneficial, productive mentoring relationship and one that is draining for the mentor and discouraging for the mentee.

This will help you:

  • Explore mentoring strategies through case studies, discussions, readings
  • Develop and/or enhance a mentor-mentee agreement
  • Connect with colleagues, share your mentoring experiences, and problem-solve mentoring challenges 
  • Reflect on your mentoring philosophy

Participation details:

  • For UW–Madison STEM faculty and staff 
  • Uses the evidence-based Entering Mentoring curriculum
  • Recommended every 5 years to stay up-to-date on emerging evidence-based entering mentoring curriculum
  • Total training time: 8 hours

Benefits:

  • Build community with other professors navigating similar situations
  • Develop effective and culturally responsive mentoring skills
  • The Entering Mentoring curricula series addresses the new NIGMS guidelines regarding the preparation of mentors involved in training grants
  • Strong mentorship has been linked to enhanced mentee productivity, self-efficacy, career satisfaction, and is an important predictor of the academic success of scientists in training1-6
  • The curriculum is based on proven mentor training curricula; even experienced mentors learn strategies for more effective mentoring from the training1-6
  • Follows the National Academies’ consensus report, The Science of Effective Mentorship in STEMM, recommendation to use an evidence-based training

Entering Mentoring book coverMentor Curricula and Training: Entering Mentoring

Our curriculum, called Entering Mentoring, is for mentors of research trainees. It was developed for mentors across science, technology, engineering, mathematics, and medicine (STEMM) disciplines at different career stages, working with undergraduate and graduate students, postdoctoral fellows, and junior faculty and staff.

The Entering Mentoring curricula series addresses the new NIGMS guidelines regarding the preparation of mentors involved in training grants and follows the National Academies’ consensus report, The Science of Effective Mentorship in STEMM, recommendation to use an evidence-based training.

Themes and Concepts

Our mentor training curricula include the themes listed below. All of these themes are designed with the acknowledgment that mentorship occurs within a cultural context and is influenced by the cultural diversity and social identities of the individuals engaged in mentorship activities. Consistent with national data and evidence, this curriculum is designed and delivered with cultural diversity content throughout.

  • Aligning Expectations
  • Addressing Equity and Inclusion
  • Articulating Your Mentoring Philosophy and Plan
  • Assessing Understanding
  • Cultivating Ethical Behavior
  • Enhancing Work-Life Integration
  • Fostering Independence
  • Maintaining Effective Communication
  • Promoting Mentee Research Self-Efficacy
  • Promoting Professional Development
  • Fostering Wellbeing
Nany Ruggeri stands next to a podium, smiling at a seated ARMP participant as she speaks to the other participants.
An ARMP participant gestures as she speaks, while 2 other participants listen to her.
Three ARMP participants sit at a table together in a classroom.
ARMP participants are seated at several tables in a classroom, while Nancy Ruggeri speaks at the front of the room.

Upcoming Opportunities

Interest form:

Interested in bringing this to your program or department? Fill out this interest form or contact Nancy Ruggeri (nruggeri@wisc.edu) to learn more.

ARMP Facilitator Profiles

Get to know some of the faculty who have gone through the Entering Mentoring curriculum and now facilitate Advancing Research Mentoring Practice (ARMP).

  • Headshot of Christina Hull.

    Meet Christina Hull, ARMP Facilitator

    "How are we going to make science more accessible? We're going to do that by changing the environment and culture, and by mentoring the whole trainee so that people can see themselves in this space and stay in the space."

  • Headshot of Beth Meyerand.

    Meet Beth Meyerand, ARMP Facilitator

    "It is incredibly gratifying to hear from participants that what they learned in ARMP has made a tremendously positive impact in how they mentor—that the concepts they learned were totally new to them and are now indispensable."

  • Headshot of Darcie Moore.

    Meet Darcie Moore, ARMP Facilitator

    "Every time I facilitate ARMP, I get to review and remind myself of different aspects of mentoring to consider. I feel like I take something back to my lab with me from discussions with each cohort."

Contact

Nancy Ruggeri

Credentials: Ph.D.

Position title: Director of Research Mentor and Mentee Education

Email: nruggeri@wisc.edu

References

  1. Feldman MD, Arean PA, Marshall SJ, Lovett M, O’Sullivan P (2010). Does mentoring matter: Results from a survey of faculty mentees at a large health sciences university. Med Educ Online. 15: 10.3402/meo.v15i0.5063.
  2. Ramanan RA, Phillips RS, Davis RB, Silen W, Reede JY (2002). Mentoring in medicine: Keys to satisfaction. Am J Med. 112(4): 336-341.
  3. Sambunjak D, Straus SE, Marusic A (2010). A systematic review of qualitative research on the meaning and characteristics of mentoring in academic medicine. Journal of General Internal Medicine. 25(1): 72-78.
  4. Steiner JF, Curtis P, Lanphear BP, Vu KO, Main DS (2004). Assessing the role of influential mentors in the research development of primary care fellows. Acad Med. 79(9): 865-872.
  5. Nagda BA, Gregerman SR, Jonides J, Hippel WV, Lerner JS (1998). Undergraduate student-faculty research partnerships affect student retention. Review of Higher Education. 22: 55-72.
  6. Seymour E, Hunter A-B, Laursen SL, DeAntoni T (2004). Establishing the benefits of undergraduate research for undergraduates in the sciences: First findings from a three-year study. Science Education. 88: 493-594.