Postdoctoral Mentoring and Advising Toolkit
The information and forms contained in this Toolkit were designed at MIT to assist the training of
postdoctoral researchers, and will be helpful to mentors/advisors, Postdoctoral Fellows, and Postdoctoral
Associates. Some of these resources are for one time use, others will be useful on an annual basis.
The Toolkit includes the following resources:
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Statement on the Postdoctoral training period – describing the training status of MIT
postdoctoral researchers.
MIT Mentoring Plan Outline (for faculty advisors/mentors) – topics that could be
incorporated into a mentoring plan proposal
Initial Meeting Form for MIT Postdoctoral Researchers and Advisors – an outline of topics to
cover during an orientation meeting when the postdoc begins an appointment
Annual Development Review for MIT Postdoctoral Researchers – a suggested template for the
postdoctoral researcher (Part I) and advisor (Part II) to complete during the annual review
process.
MIT Postdoctoral Training Checklist (for postdocs) – a list of possible skills to build; the
postdoc can refer to it periodically to monitor progress
NOTE: The National Science Foundation requires a one-page supplementary document for each
proposal that requests funding to support postdoctoral researchers. It must describe “the mentoring
that will be provided to all postdoctoral researchers supported by the project…Examples of mentoring
activities include, but are not limited to: career counseling; training in preparation of grant proposals,
publications and presentations; guidance on ways to improve teaching and mentoring skills; guidance
on how to effectively collaborate with researchers from diverse backgrounds and disciplinary areas;
and training in responsible professional practices.” [Proposal and Award Policies and Procedures
Guide (NSF 09-29 April 2009) - Chapter II Section C2(j)]
Acknowledgments
These resources were developed using information provided by the National Science Foundation; MIT
School of Science; MIT Postdoctoral Advisory Council; the Federation of American Societies for
Experimental Biology; and other. Thanks go especially to Professor Hazel Sive and the School of Science
Dean’s Office.
Statement on the postdoctoral training period at MIT
Reprinted with thanks to Professor Hazel Sive and the School of Science Dean’s Office
The postdoctoral training period at MIT is part of the education of a researcher in STEM and other fields.
This notion is in accord with MIT policy stating “Postdoctoral associates come to MIT to develop their
scholarly competence, working under the supervision of MIT faculty members.” While no degree is
offered, this period is nonetheless integral to preparation for a future independent research career. Thus,
a postdoctoral scholar is not invited to join a group at MIT simply to perform a specific research project,
rather, a broad training program should be in place, and encompass
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learning techniques and experimental approaches relevant to the research project
an annual review that includes input by both postdoctoral scholar and faculty mentor, with focus
on
o productivity
o feasible career goals
o career development
guidance in how to set up a research group including
o discussion of how to choose research questions
o practice in writing papers and research proposals
o development of supervisory skills
development of a network of peers and contacts
attendance, and presentation of research, at meetings and seminars
support with regard to life events, such as childbearing
Duration of the postdoctoral period is variable, but is not intended for long-term, indefinite, or career
appointments. Postdoctoral duration should take into account when the candidate is ready for the next
step of a career pathway. MIT limits the postdoctoral period to four years, with promotion to the rank of
senior postdoctoral associate possible after three years. Extension for a fifth year requires approval of the
Dean.
MIT Mentoring Plan Outline
(for postdoctoral advisors)
Mentoring plan proposals should incorporate the most effective mentoring mechanisms you have devised
for your postdocs, and could integrate approaches that other faculty members have found to be
successful. A specific plan could incorporate and expand on some or all of the topics below. This list
mirrors topics on the MIT Postdoctoral Training Checklist.
Communication
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The initial orientation meeting between the faculty member and the postdoc
Frequency and format of regular communications between the faculty member and postdoc
The annual development review for postdoctoral researchers
Continued involvement - does the faculty member continue to mentor and help advance the
careers of former postdocs? Comment on the employment record of former postdocs.
Research Progress
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Meetings (group, sub-group, one-on-one) that are held to discuss research progress. (Comment
on format, frequency, duration.)
Mention key topics that are included in these meetings, such as how to ask a clear, valuable
scientific question, how to approach it experimentally and interpret data; relevant methodology;
reasonable timelines; record keeping; research integrity; authorship order; and publishing
practice.
Supervisory and Mentoring Skills
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Opportunities for postdocs to develop supervisory skills while doing the proposed research. These
could include supervising and mentoring UROP students, assisting in the guidance of graduate
students, and supervising technical staff on the specific project or in more general tasks
associated with the research group.
Scientific Writing
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Expectations regarding writing research papers or review articles, and responsibility of the
postdoc.
Guidance and feedback that are given during the paper writing process, including regarding
effective writing styles, how to present data, and how to choose a journal.
Expectations regarding participation in writing research grant proposals. Level of responsibility
of the postdoctoral researcher, and guidance regarding how to formulate a grant proposal.
Presentation skills
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Expectations to attend local, domestic and international meetings and present their work.
Indicate which meetings will be most relevant for this postdoc.
What opportunities are postdoctoral researchers given to practice communication, and what
feedback for improvement is given?
Are there any classroom teaching opportunities, and if so, what?
Critical assessment skills
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What opportunities are there for commenting on other research projects in the group; and for
participating in journal article and grant reviews?
What guidance is given on how to critique work effectively, in both oral and written formats?
Networking
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What steps will the faculty member take to help the postdoctoral researcher set up networking
connections that will be useful during the course of the project and beyond? These would include
finding a second mentor, and meeting leaders and peers in the field.
Career guidance
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Mention any career guidance the faculty member provides. This would include discussion during
the annual review of realistic career options.
Is the postdoc encouraged to access available MIT resources that would inform on career
possibilities, as well as practical guidance on how to move to the next career step? These include
workshops during IAP and throughout the year on various careers, grant and proposal writing
and opportunities, how to perform in an interview, and research group management.
Initial Meeting for MIT Postdoctoral Researchers and Advisors
Postdoctoral Researcher:
Principal Investigator:
Title:
Meeting Date:
Date of hire:
Initial meeting between supervisor/mentor and postdoctoral researcher (“postdoc”)
Suggested Discussion Points are listed below.
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Career goals
Research project outline
Possible publications
Research group culture (including typical daily schedules, interactions, etc.)
Meeting schedule – (between postdoc/supervisor; with the research group)
Laboratory safety
Record keeping
Expectations regarding supervision and independence
Attendance at scientific seminars and conferences
Presentations – group meetings, conferences
Teaching, mentoring, and supervision opportunities
Writing opportunities (grants, papers)
Development of critical evaluation skills
Networking skills and how to find an additional mentor(s)
Career workshops/panels available (on- and off campus opportunities)
Additional points raised by postdoc or advisor
Review of available forms:
Statement on the postdoctoral training period at MIT
MIT Postdoctoral Training Checklist (for postdocs)
Annual Development Review for MIT Postdoctoral Researchers
ADVISOR’S NOTES:
Acknowledgment that meeting took place:
___________________________________
____________________________________
Postdoctoral Scholar Signature
Advisor Signature
Date
Date
Annual Development Review for MIT Postdoctoral Researchers
PART I – TO BE FILLED OUT BY THE POSTDOCTORAL RESEARCHER
Postdoctoral Researcher:
Principal Investigator:
Title:
Review Period:
Date of hire:
Review meeting date:
1. Describe your career goals, along with a rough timetable. Have these changed during the last year?
2. Very briefly describe your scientific progress during the last year.
3. List any publications, presentations and seminars you have done this year.
4. List any honors and awards you have received over the past year.
5. What progress have you made towards your career goals? Do you feel that you are making sufficient
progress towards these goals?
6. What opportunities for technical learning, acquiring teaching or mentoring experience, or developing
other professional skills do you plan to seek out in the next year?
7. Describe any other professional or career development issues you would like to discuss with your PI.
Annual Development Review for MIT Postdoctoral Researchers
PART II – TO BE FILLED OUT BY THE ADVISOR
Postdoctoral Researcher:
Principal Investigator:
Title:
Review Period:
Date of hire:
Review meeting date:
1. After reviewing this postdoctoral advisee’s own career goals and timetable, do you feel he/she is making
sufficient progress towards these goals? Are the goals realistic?
2. Is this postdoctoral researcher demonstrating progression towards independence? If not, what strategies
do you recommend he/she might use to reach this goal?
3. What are your expectations for this postdoc for the next year?
4. What opportunities for technical learning, acquiring teaching or mentoring experience, or developing
other professional skills do you think would be beneficial to this postdoc?
5. Describe any other professional or career development issues you would like to discuss with this
postdoctoral advisee.
Acknowledgment that meeting took place:
____________________________________
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Postdoctoral Signature
Advisor Signature
Date
Date
MIT Postdoctoral Training Checklist (for postdocs)
How are you progressing in your postdoctoral training program? Below is a list of topics that you may
consider exploring. You would not need to get training in all of these, but this list will help you keep track
of the skills you do build during your training period, and alert you to some you may consider adding.
Year of training: _______________
Date: _______________
1. Research
a. New techniques
b. Experimental design
c. Choosing research questions
Comments: ______________________________________________
2. Supervisory skills
a. UROP
b. Technician
Comments: ______________________________________________
3. Writing
a. Research paper
b. Review article
c. Grant
Comments: ______________________________________________
4. Presentation skills
a. Group meeting
b. Journal club
c. Local meetings
d. National/international meetings
e. Teaching opportunity
Comments: ______________________________________________
5. Critical assessment skills
a. Ability to comment on other research projects in your group?
b. Research article reviews
c. Grant reviews
Comments: ______________________________________________
6. Networking
a. Finding a second/third mentor
b. Do you know peers in your field?
c. Do you know leaders in your field?
Comments: ______________________________________________
7. Career possibilities (not a skill, but something to consider as you move along)
a. Academic tracks
b. Industry
c. Options in teaching
d. Other feasible pathways
Comments: ____________________________________________