Looking at the daily business of many academic research mentors, one thing seems eerily absent: the availability and application of worthwhile tools to make best use of the time allotted to mentoring your mentees. Sure, there is the spreadsheet with all student projects, the self-developed guideline PDF with all ins and outs you could come… Read More
There are only few things more exhilarating than witnessing younger peers succeed. Not only because you empathise with their feeling of having accomplished something important. Rather, because you get a sense of how important past successes are for outlining and attempting future plans. Contributing to the success of a younger peer positively influences their outlook… Read More
Today, the podcast is all about a new years resolution (and a project of mine and a few friends): to write 52 cards and letters in one year. Every week, one card. I am looking forward to trying this out – but I already have a hunch that it will be worthwhile. Who knows? If you’re up to follow my very first episode of this series and would like to hear an old typewriter spring back into action, feel free to listen in. Read More
My working hypothesis is… …when mentoring, your mentee will likely be quicker to learn. They are younger, younger people learn faster. Use that to your advantage.
My working hypothesis is… …when mentoring, never underestimate the power of sharing your own world-view, challenges, successes, experiences, and failures.
Some people like to read, others prefer to watch a movie. Some people appreciate great paintings and others listen to the radio. If you count yourself to the latter category, there is something new for you. Read More
My working hypothesis is… …when mentoring, be careful with the potential illusion that you are in the position to give actionable and appropriate advice. Instead, consider the value of inspiring your mentee to build the energy to find their own solutions.
My working hypothesis is… … if you want to encourage your mentees to share their challenges with you, start sharing your own. It’s easier said than done.
My working hypothesis is… …when mentoring, never underestimate how busy a student’s life can be and how difficult it can be to build a mentoring relationship from the “weaker side of the table”.
The “worst” car I ever drove would not do much more than 90 on a flat road.