Mentoring Guidelines

The Biomedical Engineering Graduate Group (BMEGG) recognizes that the mentoring of graduate students by faculty is an integral part of the graduate experience. The BMEGG has outlined the following mentoring roles to guide the relationship between faculty and graduate students. While the major professor (MP) will be the primary mentor during a student's career at UC Davis, the mentoring roles defined below may also be performed by program faculty other than the MP. Faculty members must realize that their interaction with all students has an important mentoring component to it. Graduate students also have important responsibilities to ensure a successful mentoring relationship and these are also outlined below.

Faculty in the BMEGG have a responsibility to mentor graduate students. Mentoring is defined as a close relationship between a graduate student and a faculty member who provides guidance, support and research advice in an individualized manner. In the BMEGG, faculty members have the following mentoring responsibilities:

Respecting their student, including the student’s identity including race, ethnicity, gender and gender expression, age, visible and non-visible disability, nationality, sexual orientation, citizenship status, veteran status, religious/non-religious, spiritual, or political beliefs, socio-economic class, status within or outside the university, or any of the other differences among people.
Assisting students in the identification of support networks (people who can help the student for different aspects of their tenure at UCD).
Addressing problems or challenges that could affect completion of the degree as soon as they become aware of them.
Tailoring, modifying or adjusting the faculty member’s mentoring style to the particular needs of each graduate student, to a reasonable extent.

Faculty in the BMEGG are responsible for guiding students through degree requirements. This means:

Discussing and documenting a list of program requirements, helping to plan a schedule of appropriate coursework, helping to establish a qualifying examination committee, and defining a timeline for completion of degree requirements.
Discussing and documenting research rotations and lab placement. Major Professors and advisees should file signed Research Rotation Agreements and Mentoring Agreements with the BME Graduate Coordinator when appropriate.
Conducting annual Student Progress Assessments in a timely manner, and completing interim progress assessments if needed. Major Professors and Academic Advisors should meet with advisees to discuss the progress assessments, and at these meetings faculty should provide feedback and honest assessments of progress and/or areas of improvement.

Faculty in the BMEGG are responsible for supporting and guiding students through thesis or dissertation research. This means:

Discussing research projects with students and helping to identify an appropriate research project that the student can pursue that will lead to a thesis or dissertation.
Providing appropriate financial support or helping to identify sources for financial support for students consistent with the guidelines of the BMEGG. Funding sources may include graduate student researcher (GSR) positions, teaching assistantships, fellowships, etc.
Evaluating and providing feedback on the strengths and weaknesses of the student’s research.
Encouraging an open exchange of ideas, including by empowering students to independently follow research ideas of their own whenever feasible.
Meeting with students regularly (1-on-1 and/or in group meeting) to update progress and determine future directions.
Providing timely feedback on written work and other forms of scientific communication.
Providing and discussing clear criteria for authorship of collaborative research.
Being attentive to student's research needs and providing required resources for students to complete their research projects.

Faculty in the BMEGG are responsible for guiding students through professional development. This means:

Providing guidance and serving as a role model for responsible conduct of research and upholding the highest ethical standards and professional behavior.
Treating students, colleagues, and collaborators respectfully. Fostering a lab environment that is supportive and accepting of all members.
Helping to identify and encouraging participation in professional development programs and workshops, both at UC Davis and through outside organizations.
Providing constructive feedback on oral, poster, and written presentations and scientific products.
Encouraging attendance and participation in scientific meetings of professional societies and regional groups; providing funding to support travel when appropriate.
Facilitating interactions and collaborations with other scholars, on campus and in the wider professional community.
Providing constructive feedback and assisting with applications for research funding, fellowship applications, and other applications as appropriate.
Acting as an advocate and sponsor for the student in academic and professional communities.
Providing career guidance, assisting in preparation of curriculum vitae and application materials, preparing students for job interviews, and writing letters of recommendation in a timely manner.
Leveraging professional networks to assist the student in identifying opportunities for professional employment upon graduation.
Recognizing and giving value to the idea that there are a variety of career options available to the student in their field of interest and supporting the student's choice of career options.

As partners in the mentoring relationship, graduate students also have responsibilities that are important for fostering a successful mentoring relationship. As mentees, students should:

Respecting their mentor, including their mentor’s identity including race, ethnicity, gender and gender expression, age, visible and non-visible disability, nationality, sexual orientation, citizenship status, veteran status, religious/non-religious, spiritual, or political beliefs, socio-economic class, status within or outside the university, or any of the other differences among people
Meeting annually with dissertation or thesis committee, once formed, to update committee on research progress, challenges, and evolving research aims.
Working with MP and Graduate Advisor to complete annual Student Progress Assessment by the end of Spring Quarter. The Student Progress Assessment is an opportunity to outline goals and clarify expectations.
Seeking assistance from multiple individuals/organizations to fulfill the mentoring roles described above, because one faculty member may not be able to satisfy all of a student’s mentoring needs.
Understanding and clearly articulating to their mentors their own mentoring needs and how they change through their graduate tenure.
Respecting their mentor’s other responsibilities and time commitments.
Communicating regularly with their mentors, especially their major professor, including updates on progress, challenges, needs, goals and expected completion timelines.
Completing tasks in a timely fashion and following mutually agreed upon timelines and informing mentors about expected absences and delays before they occur.
Participating in departmental and BMEGG communities, including attending activities, lectures, and events.
Acting in a manner that will encourage professors to see them as colleagues. Seeking constructive criticism and feedback on academic work.
Seeking information, exploring career options and developing clear career goals.

Additional Resources and Guidelines

Mentoring Resources for Mentees (UC Davis)
Mentoring Up (UC Davis)
Resources for Mentors (UC Davis)
Graduate Council Mentoring Guidelines (UC Davis)
How to Mentor Students: A Guide for Faculty (University of Michigan)

These Mentoring Guidelines were approved by the UC Davis Biomedical Engineering Graduate Group in April 2025.