1. Career Planning and Mentoring Lari Wenzel, Ph.D. Associate Dean for Faculty Development, School of Medicine Associate Dean for Faculty Development, School of Medicine Professor of Medicine and Public Health University of California, Irvine

4. What color is your parachute?

5. Have you defined your career priorities?

6. Mentoring Worksheet Goal: Categories of Research, Teaching, Service, Self Development, Networking, Work/Life Balance, Additional Mentors Goal: Categories of Research, Teaching, Service, Self Development, Networking, Work/Life Balance, Additional Mentors Goal Met? Making Progress? No Progress? Goal Met? Making Progress? No Progress? Per goal, accomplishments? Obstacles? Per goal, accomplishments? Obstacles? Do you need a new goal or strategy to overcome obstacles? Do you need a new goal or strategy to overcome obstacles?

7. What is a Mentor? From the Greek description by Homer: “Wise and trusted counselor” From the Greek description by Homer: “Wise and trusted counselor” Left in charge of the household while Odysseus went on his travels. Left in charge of the household while Odysseus went on his travels. Someone who takes a special interest in helping another person develop into a successful professional Someone who takes a special interest in helping another person develop into a successful professional

8. Finding a Mentor Your dissertation advisor is one mentor, but not necessarily the only one Your dissertation advisor is one mentor, but not necessarily the only one You can and should find additional mentors You can and should find additional mentors Other mentors can be faculty, postdocs, other students, or anyone whom you respect and trust Other mentors can be faculty, postdocs, other students, or anyone whom you respect and trust

9. Choosing a Mentor Interest in the research Interest in the research Compatibility with the mentor’s personality Compatibility with the mentor’s personality Are students in the group happy and enthusiastic about their research? Are students in the group happy and enthusiastic about their research? How long has it taken previous students to finish? How long has it taken previous students to finish?

11. Choosing a Mentor There are many different types of groups and personalities There are many different types of groups and personalities Senior professor with a large group Senior professor with a large group New assistant professor still setting up New assistant professor still setting up Consider what type of situation suits your needs Consider what type of situation suits your needs

12. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Mentors

13. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Mentors

15. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Mentors

16. Different Types of Students Each student is different Each student is different Consider your personality, interests and level of independence in choosing a dissertation advisor Consider your personality, interests and level of independence in choosing a dissertation advisor A “good fit” is critical A “good fit” is critical

17. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Students

18. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Students

19. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Students

20. Cartoon from Alexander Dent: http://dentcartoons.blogspot.comhttp://dentcartoons.blogspot.com/ Different Types of Students

22. Obligations of the Mentor A commitment to the student’s development A commitment to the student’s development Teaching how to be a researcher Teaching how to be a researcher Providing regular feedback Providing regular feedback Career preparation Career preparation

23. Obligations of the Student Responsibility to complete the requirements for the degree Responsibility to complete the requirements for the degree Knowledge about the requirements of the graduate program Knowledge about the requirements of the graduate program Attend and participate in group meetings, seminars, etc. Attend and participate in group meetings, seminars, etc. Diligence and care in the lab and group Diligence and care in the lab and group

24. Obligations of the Student Comply with all institutional policies Comply with all institutional policies Responsible conduct of research Responsible conduct of research Development of the dissertation project with your advisor Development of the dissertation project with your advisor Regular communication with your advisor Regular communication with your advisor

25. Communication Communicate with your advisor Communicate with your advisor Present your results and plans Present your results and plans Ask for feedback Ask for feedback Take it graciously and seriously Take it graciously and seriously Follow it Follow it People like to be asked and will be flattered if you listen People like to be asked and will be flattered if you listen

26. Personal Meetings Frequency depends on the mentor’s style Frequency depends on the mentor’s style Regularly scheduled, possibly weekly Regularly scheduled, possibly weekly Email or phone between meetings Email or phone between meetings Initiated by the student Initiated by the student Don’t be timid or shy about asking to meet Don’t be timid or shy about asking to meet Present new results as you get them Present new results as you get them Ask questions, which can prevent mistakes and save time Ask questions, which can prevent mistakes and save time

27. Regular Communication Prevents misunderstandings Prevents misunderstandings You and your advisor should agree on a timeline and what is required for completion You and your advisor should agree on a timeline and what is required for completion Make sure you know what your advisor expects of you. If in doubt, ask. Make sure you know what your advisor expects of you. If in doubt, ask.

28. Dissertation Committee The committee members are there for your benefit, so use them The committee members are there for your benefit, so use them Annual meetings at a minimum Annual meetings at a minimum Talk to the members individually between meetings Talk to the members individually between meetings Make sure that they know and agree with your plans for completion Make sure that they know and agree with your plans for completion

31. Tips to Maximize Mentoring Know your goals Know your goals Choose the best mentor(s) to meet those goals Choose the best mentor(s) to meet those goals Begin mentoring relationships by discussing mutual goals and expectations Begin mentoring relationships by discussing mutual goals and expectations Be professional Be professional Learn to accept and give feedback Learn to accept and give feedback Lakoski, 8/14/2009, Science Career Magazine

32. Tips to Maximize Mentoring Take responsibility for your career Take responsibility for your career Communicate Communicate Periodically evaluate if the relationship is still effective Periodically evaluate if the relationship is still effective Avoid burning bridges Avoid burning bridges Serve as a mentor Serve as a mentor Lakoski, 8/14/2009, Science Career Magazine

33. How do you get there from here?

34. UCI Individual Development Plan Designed as a student planning tool Designed as a student planning tool Not a formal university requirement, evaluation tool or record-keeping document Not a formal university requirement, evaluation tool or record-keeping document Available on the Graduate Division web site Available on the Graduate Division web site http://www.grad.uci.edu/center/idp.doc http://www.grad.uci.edu/center/idp.doc http://www.grad.uci.edu/center/idp.doc

35. Individual Development Plan Academic Course Planning Academic Course Planning Research Planning Research Planning Conference/Publications Planning Conference/Publications Planning Career Planning Career Planning Funding Planning Funding Planning Leadership Development Planning Leadership Development Planning Dissertation Progress Planning Dissertation Progress Planning

41. Academia: Postdoc – Assistant Professor – Associate Professor

42. Academic Series Professorial Professorial In Line (tenure track) In Line (tenure track) In Residence In Residence Adjunct Adjunct Clinical X (i.e., Medicine) Clinical X (i.e., Medicine) Health Sciences Clinical Health Sciences Clinical Researcher Researcher Professional Researcher Professional Researcher Project Scientist Project Scientist Postgraduate Researcher Postgraduate Researcher Specialist Specialist

43. Evaluation Cycle Assistant Professors Assistant Professors Every 2 years* Every 2 years* Mid career evaluation after 3 years Mid career evaluation after 3 years Consider for promotion after 6 years Consider for promotion after 6 years 8 years “up or out” 8 years “up or out” Associate Professors – every 2-3 years* Associate Professors – every 2-3 years* Consider for promotion after 6 years Consider for promotion after 6 years Professor – every 3-5 years* Professor – every 3-5 years* * merit increase

44. In Line, In Residence, Adjunct Series Evaluation Criteria: Promotion to Associate Professor requires regional or national recognition for research. Should be an independent investigator and have appropriate service, excellence in teaching, and excellent professional competence Promotion to Professor requires national or international reputation for research and highly meritorious service, excellence in teaching, and excellence in professional competence

45. Candidate submits information Department prepares dossier Chair/Department review and recommendation Chancellor decision Dean review and recommendation or decision Provost decision or forward Vice Provost review and decision Council on Academic Personnel recommendation Vice Provost decision or forward The Review Process Clinical Faculty Advisory Committee Academic Resources Advisory Committee Clinical X Advisory Committee Ad Hoc Review Committee Volunteer Faculty Advisory Committee

46. Teaching Classroom and laboratories Wards, operating room, clinic Supervision of graduate students and postdoctoral scholars More weight given to teaching activities for which evaluations are provided Good teaching is essential for advancement

47. University and Public Service University committees Hospital committees Community service Department chair, division chief and other leadership roles Less service is expected from assistant professors Significant service is expected at higher ranks

48. Research and Creative Activity Any basic, clinical, epidemiological, or health policy research Any basic, clinical, epidemiological, or health policy research Investigator initiated, hypothesis generated research expected from In Line, In Residence and Adjunct faculty Investigator initiated, hypothesis generated research expected from In Line, In Residence and Adjunct faculty Case reports, review articles, book chapters and teaching materials used at other institutions are also considered creative activity for Clinical X faculty Case reports, review articles, book chapters and teaching materials used at other institutions are also considered creative activity for Clinical X faculty

49. Professional Competence Evidence of provision of high-quality patient care Participation in activities of clinical and/or professional organizations Board certification Manuscript reviewer Grant reviewer Membership on editorial boards Invited lectures

50. “Do You Have Anxiety?”

51. “Are you Stressed?”

52. “Yes, Yes … I’m Alive!”

53. Knowing roles, responsibilities, and University expectations Enhanced orientation Individual meetings Mentorship Midcareer appraisal Faculty forward Faculty Development

54. Goal Sheet Clinical/Teaching/Service/Research Clinical/Teaching/Service/Research Short term goals (6 months) Short term goals (6 months) Long term goals (1 – 2 yrs) Long term goals (1 – 2 yrs) Questions for you Questions for you What is your expected commitment to each of the categories above? What is your expected commitment to each of the categories above? Are you and others who influence your schedule and activities aligned in your time commitments? Are you and others who influence your schedule and activities aligned in your time commitments? Do you have strong mentors within your division, department or elsewhere at UCI? Do you have strong mentors within your division, department or elsewhere at UCI?

55. Prioritize

56. The time - $ continuum

57. Additional Resources Compact Between Biomedical Graduate Students and their Research Advisors Compact Between Biomedical Graduate Students and their Research Advisors Compact Between Biomedical Graduate Students and their Research Advisors Compact Between Biomedical Graduate Students and their Research Advisors Howard Hughes Medical Institute “Making the Right Moves” Howard Hughes Medical Institute “Making the Right Moves” Howard Hughes Medical Institute “Making the Right Moves” Howard Hughes Medical Institute “Making the Right Moves” How to Succeed in Science How to Succeed in Science How to Succeed in Science How to Succeed in Science How to Survive and Succeed in Academia How to Survive and Succeed in Academia How to Survive and Succeed in Academia How to Survive and Succeed in Academia

58. Academic Affairs Web Site http://www.som.uci.edu/academic-affairs/ http://www.som.uci.edu/academic-affairs/ http://www.som.uci.edu/academic-affairs/ Information about Advancement Information about Advancement Look at the appropriate series under Appointments or Merits & Promotions Look at the appropriate series under Appointments or Merits & Promotions Professor Professor Professor in Residence Professor in Residence Professor of Clinical X Professor of Clinical X Health Science Clinical Professor Health Science Clinical Professor Adjunct Professor Adjunct Professor

59. Helpful Websites School of Medicine Academic Affairs Website: School of Medicine Academic Affairs Website:http://www.som.uci.edu/academic_affairs.html Campus Academic Personnel Website: Campus Academic Personnel Website: http://www.ap.uci.eduhttp://www.ap.uci.edu http://www.ap.uci.edu http://www.ap.uci.edu Academic Personnel Manual: Academic Personnel Manual: http://www.ap.uci.edu/APM/APM_intro.html http://www.ap.uci.edu/APM/APM_intro.htmlhttp://www.ap.uci.edu/APM/APM_intro.html Council on Academic Personnel: Council on Academic Personnel: http://www.senate.uci.edu/Councils/CAP/index.asp Tenure Handbook: Advice about promotion to tenure: Tenure Handbook: Advice about promotion to tenure: http://www.ap.uci.edu/Guides/faculty/TenureHandbook.pdf

60. The Color of My Parachute