Mentoring Style and Structure

Mentoring needs vary widely across students and over time for individual students. I seek to tailor my mentoring style to individual students, and adjust it over time for each student as they need. The crucial component of this is regular communication. I believe it is essential to have a scheduled weekly meeting with each student. For students who are at stages where they are working independently and need little mentoring, this may be just two minutes to check in. For students at stages where they need more input, I may spend hours working with them. Overall, I would describing my mentoring style as hands-off, but always nearby.

I limit the size of my group to ensure that I can provide appropriate mentoring and supervision for all members. While I will always be the ultimate mentor or supervisor and expect to maintain close interactions with all group members, I believe having a diversified stage structure allows for within-group mentoring and collaboration. For instance, post-docs serve as additional mentors for grad students, grad students serve as additional mentors for undergrads, and so on.

– Charles Mitchell

Core Values

Advance scientific knowledge

Enhance public appreciation and understanding of scientific knowledge

Uphold the integrity of science

Contribute to the collegial and intellectual culture of academia

Respect human diversity

Fulfill members’ goals for advancement

Core Plan

Consistently publish articles in leading journals

Maintain consistent external funding

Graduate all students in a timely manner

Prepare undergraduates for graduate programs by mentoring them as researchers

Teach courses effectively

Broadly serve the Biology Department, the University of North Carolina, and professional field of ecology

How to apply:

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