(Originally posted on October 30, 2015)
We should not just reach out to our mentors when we have career- or academic-related questions but also when we may have a more personal issue and need the guidance and reassurance of individuals that have a different perspective. We don’t just need one or two mentors but an entire army of mentors at our fingertips that we can call on, especially in a moment of urgency. A few weeks ago, I was overwhelmed trying to help various individuals at critical points in their academic careers who sought out my advice and guidance, including my teenage son. While I wanted to do everything I could to help all these individuals and provide them with the best possible advice, I did not have a good perspective on certain topics to do this for all them. In particular, I did not feel I had a complete perspective when it came to helping my son decide on the particular colleges to which he should apply and my graduate mentee find a graduate program more in line with his passion.
My mentee is interested in an area that I am not familiar with and thus I had a very hard time coming up with programs that would be a good match for him and that would allow him to thrive. After thinking of various graduate program possibilities and not being able to come with any good leads, I decided to email some very well-connected individuals who would help me come up with appropriate programs and individuals with whom to connect my student. To my surprise the names of individuals they gave me as potential individuals that had a very good program for my student, with the exception of two names, were individuals I knew (not from my discipline but rather from other academic venues and service I have done). One was even a very good friend and collaborator in some work I did a few years ago. So it was very easy to reach out to them and to connect my mentee with these individuals. Since I personally knew these individuals I could even offer him some perspective on these individuals based on my interactions with them. While I knew the individuals, I would not have been able to identify these possibilities and leads for my mentee if I had not reached out to my mentors who are very connected in non-mathematical disciplines and who have daily interactions with many individuals. It is funny how we forget how well-connected we are and the resources we have within our reach through our mentors.
Given my son’s academic interest, I wanted to encourage him to apply to a particular college but I was not sure if this would be a good fit for him given that I did not know much about the culture of the institution and the particular department he was interested in. I did not want to sell a place to him based on my limited knowledge and what I perceived his experience would be if he ended up there. I was stressed and unsure of how much to encourage him when my sister said, “You are a professor. Don’t you know other professors that know that place very well and that can give you some perspective?” I did know some excellent friends and mentors who knew this place very well and its current culture, but for some reason, I had not considered this possibility. Unconsciously I probably thought “well, I am a faculty who has mentored many students and the mother of this kid, so I should be able to mentor and advise him on my own without any problem.” But I did not know this place and thus could not honestly give him the best perspective possible. However, I had four mentors who knew the place intimately and could provide me with different perspectives that I could then communicate to my son.
These mentors not only gave me perspective in regards to the school but also provided very personal views and advice. They put me at ease and made me realize that this is why we need to have multiple mentors and why we need to reach out to our army of mentors. This is true even when it is not necessarily career advice that we are seeking and when it is not necessarily us who are seeking the advice and mentoring.
Through these experiences I gained a better appreciation for the multiple and diverse set of mentors I have. I also realized that if I am to do the best I can when it comes to mentoring others, I need to keep in mind the embeddedness of mentoring such that I, as one mentor, can reach out and connect my mentees to many other mentors and give them multiple perspectives via the perspective of my own mentors. I have to remember to reach out to my army of mentors and continue to nurture and develop my mentoring network so that I will always have mentors regardless of the challenge, questions, or issues I am facing.
Getting grants for research projects is hugely important for all active investigators. In universities where research is emphasized, pre-tenure faculty will be evaluated a couple of times before the tenure decision and grant activity is an important element in that decision. Tenured faculty who aspire to be promoted to full professor must provide evidence that their work is valued nationally or internationally and one of the indicators is the grant awards. Additionally, external funding allows faculty to collect summer salary, travel to conferences, pay for collaborators’ visits, and support students. In institutions mostly dedicated to teaching mathematics, research or training grants are also important for student projects and course development.
This blog post is not about how to write a successful proposal, for which there are many resources available (see below). This post is about what to do after you are notified that your proposal did not get funded. Continue reading
This post is written with contributions from graduate students Megan Ly (Megan.Ly@Colorado.EDU) and Alexander Diaz (firstname.lastname@example.org).
The SACNAS annual conference took place at the end of October this year near Washington DC. SACNAS stands for the Society for Advancement of Chicanos/Hispanics and Native Americans in Science and its mission is to foster the success of Chicano/Hispanic and Native American scientists – from college students to professionals – to attain advanced degrees, careers, and positions of leadership. The SACNAS National Conference motivates, inspires and engages participants to achieve their highest goals in pursuing education and careers in STEM fields, and mathematics is always well represented. The conference is largely dedicated to support students through scientific talks, professional development sessions, recruitment by exhibitors and long-lasting mentoring. Below are the reflections of two graduate students, Megan Ly and Alexander Diaz, who attended as evidence of what SACNAS does for students. I urge undergraduate and graduate students, especially from minority groups, to consider attending future SACNAS meetings. Continue reading
I am what the math community calls a young mathematician (although my grey hair disagrees wholeheartedly!) and I am often looking for new and interesting math to work on. Last calendar year was particularly fruitful in this endeavor, as I had no teaching responsibilities at West Point and was able to focus on my research. So I hope that other young mathematicians might benefit from some of my lessons learned in building a research army.
This is the only time of year when I think folks on the quarter system, as opposed to semesters, have it easy. We’re in our second week of classes at Mudd, and even for those still savoring their last refreshing sip of summer, it is most definitely Back to School season. It’s in the air. I’m also returning to Mudd from sabbatical, so it’s a great opportunity for me to take stock and think deliberately about the upcoming school year.
I’m starting this year convinced that mentorship is universal. Mentorship isn’t a map with a specified domain and codomain. There isn’t a fixed group of mentors or mentees. Our roles may be fluid, and everyone is a candidate for both giving and receiving mentorship; it is universal. Below the fold, I’ll describe my experience at PCMI this summer and how it reinforced my understanding of the universal nature of mentorship.
Thanks to Greg Martin for this guest post! Greg has been writing interesting and important material recently concerning gender inequity in mathematics. For the eMentoring network, he writes about mentorship and gender. What follows are Greg’s words.
Mentorship and Gender
Personal, dedicated mentorship is an extremely important part of postgraduate education and the academic career. So are mentor-like networks of more senior members of the discipline, as well as supportive networks of academic peers. Those who don’t have adequate access to these resources are at a significant disadvantage, even with full use of “official” resources such as courses and job postings. In an extreme case, a position might not even be officially publicized before being offered to the student of a close colleague. At the very least, consultation with someone who has broader experience and academic success can help an up-and-coming mathematician to optimize their allocation of energy.
Unfortunately, these mentorship opportunities are not equally available to everyone in mathematics; in particular, there is a systemic bias against female students and mathematicians. Implicit biases cause us (all of us) to systematically undervalue women in mathematics – female applicants to graduate school, female speakers at conferences, female authors of papers, female faculty members being evaluated for tenure. In particular, they cause us to be less likely to devote our time to mentoring women. Continue reading
Congratulations to those students who have been accepted to a PhD program in the mathematical sciences starting in the fall! You are about to start an unforgettable part of your life. What you will soon realize is that the first year of graduate school is a time of important transitions in the way you study, the way you think about mathematics, the way you think about yourself and the way you think of your professors. Below I offer some suggestions of what you can do this summer in order to be better prepared for the transition to grad school. Continue reading
At the beginning of last summer I wrote about a neat trick to make your summer a productive one. And I heard from some of you who took me up on this suggestion; it seems that this actually works for many people! So, this year, for those who are willing to experiment with new ideas, I have another summer recommendation: Let us clean!
A few weeks ago, I attended an IMA workshop on careers in mathematics and talked to graduate students and postdocs about this topic. The conversation focused on what actions to take as a graduate student that can be helpful in various jobs in the mathematical sciences. I summarize my thoughts here. Continue reading
The conversation of balancing work and life is not new to the mathematics community. Moreover, the question of how to balance raising a family while (fill in the blank with any step in an academic’s career path) has received much press in recent years, albeit disheartening. The story shared in this article is meant to offer another perspective, one of empowerment, support and ultimately, awareness of what one truly needs to be successful both as an academic and as a parent. Below, Dr. Amanda Ruiz, mother to Carolina and a junior faculty at the University of San Diego, shares her story of becoming a mother while in graduate school and the lessons she learned along the way. This is by no means a complete list of “do’s and don’ts.” Instead, this story serves only to begin the conversation of one’s own needs as one begins the balancing act that is parenthood and academia. We hope Dr. Ruiz’s experience will inspire, inform and empower your own journey, or the journey of the academics you mentor, through parenthood.
Amanda and Carolina graduating with a PhD in Mathematics from Binghamton University.