You Need a Game Plan

Hobin, Jennifer A.; Fuhrmann, Cynthia N.; Lindstaedt, Bill; Clifford, Philip S.

doi:10.1126/science.caredit.a1200100

Cited by 25 publications

(15 citation statements)

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“…We therefore recommend creating funding programs for professionals and faculty at all types of higher-learning institutions, as well as for individuals outside academic settings who otherwise may have no recourse to funding to support their continued education and professional development. To ensure that mentoring experiences are effective and expectations are clearly enumerated, we recommend that trainees create and maintain Individual Development Plans (IDPs) that establish training and career goals and, importantly, set out realistic pathways toward achieving them (see Figure 5) (Austin & Alberts, 2012;Hobin, Fuhrmann, Lindstaedt, & Clifford, 2012 demonstrate the potential of this approach. Although management of "alternative credentials" is still in its infancy, it is clearly on the radar of higher education (Buban, 2017).…”

Section: P a T H W A Y T O O T H E R C A R E E R Smentioning

confidence: 99%

“…To ensure that mentoring experiences are effective and expectations are clearly enumerated, we recommend that trainees create and maintain Individual Development Plans (IDPs) that establish training and career goals and, importantly, set out realistic pathways toward achieving them (see Figure ) (Austin & Alberts, ; Hobin, Fuhrmann, Lindstaedt, & Clifford, ). The trainee's IDP would be implemented for the duration of a training period and might incorporate coursework, internships, field experiences, learning modules, and major experimental themes and timelines.…”

Section: Introductionmentioning

confidence: 99%

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Reinventing postgraduate training in the plant sciences: T‐training defined through modularity, customization, and distributed mentorship

et al. 2018

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The Plant Science Research Network ( PSRN ) comprises scientific societies and organizations with a mission to build and communicate a consensus vision of the future of plant science research, education, and training. This report enumerates a set of far‐reaching recommendations for postgraduate training that emerged from workshops held in October 2016 and September 2017. These recommendations broaden and deepen the T‐training concept presented in the Decadal Vision for Plant Science, which emphasizes experiential learning beyond the traditional disciplinary focus. Both workshops used the scenarios developed in Imagining Science in 2035 as a mechanism to encourage out‐of‐the‐box thinking, an approach that led to the innovative recommendations and solutions described here. At the heart of our recommendations is the empowerment of trainees, who should be enabled to customize and take ownership of their training experiences. This fundamental concept is embodied in five principles: (a) Trainees should be provided guidance and resources needed to define and pursue career objectives within and beyond academia, conferring to them greater independence and responsibility in shaping their own future. (b) Learning should be flexible, adaptable, and distributed. Training should combine traditional and modular coursework to encompass both technical and professional skills. Guidance from diverse mentoring teams will support and tailor training toward diverse, personalized career paths. (c) Scientific research experiences should be broad and question‐driven, whether motivated by basic discovery or seeking solutions to societal challenges. Trainees should continue to gain mastery of one or a few core scientific disciplines and their key tools and approaches. (d) Trainees should be skilled in science communication and incentivized to engage with and learn from the broader public community, helping to maintain an active dialogue among public, private, and academic sectors. (e) Training programs should foster and facilitate the inclusion of individuals with a diverse range of life experiences and should prioritize trainee well‐being. The report recommendations call for a profound cultural shift, one that embraces and extends educational delivery trends toward self‐learning and distance learning, considers trainee well‐being as an essential requirement for success, and acknowledges the importance of effective two‐way communication with the public. This shift is intended to broaden participation in the plant science workforce, both in terms of diversity and numbers, while maintaining excellence in core scientific training. Cultural change takes time, but among academic institutions the need for significant change and innovation in postgraduate training is increasingly pressing. As such, the immediate intent is for these recommendations to catalyze pilot programs and also build on emergent prototypes that exist globally while creating momentum for larger scale changes over longer time pe...

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Section: P a T H W A Y T O O T H E R C A R E E R Smentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Reinventing postgraduate training in the plant sciences: T‐training defined through modularity, customization, and distributed mentorship

et al. 2018

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“…For example, early career scientists should have access to mentoring systems that make available teams of mentors who reflect and support their personalized career goals and sponsorship by a relevant role model (Gottlieb & Travis, 2018). Scientists at all career stages should be encouraged to use formalized individual development plans as a tool to set goals and facilitate conversations with their mentors (Hobin, Fuhrmann, Lindstaedt, & Clifford, 2012). Implementing such support dovetails with our previously published recommendations regarding direct funding of early career scientists (Henkhaus et al., 2018).…”

Section: Recommendationsmentioning

confidence: 99%

Plant science decadal vision 2020–2030: Reimagining the potential of plants for a healthy and sustainable future

et al. 2020

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Plants, and the biological systems around them, are key to the future health of the planet and its inhabitants. The Plant Science Decadal Vision 2020–2030 frames our ability to perform vital and far‐reaching research in plant systems sciences, essential to how we value participants and apply emerging technologies. We outline a comprehensive vision for addressing some of our most pressing global problems through discovery, practical applications, and education. The Decadal Vision was developed by the participants at the Plant Summit 2019, a community event organized by the Plant Science Research Network. The Decadal Vision describes a holistic vision for the next decade of plant science that blends recommendations for research, people, and technology. Going beyond discoveries and applications, we, the plant science community, must implement bold, innovative changes to research cultures and training paradigms in this era of automation, virtualization, and the looming shadow of climate change. Our vision and hopes for the next decade are encapsulated in the phrase reimagining the potential of plants for a healthy and sustainable future. The Decadal Vision recognizes the vital intersection of human and scientific elements and demands an integrated implementation of strategies for research (Goals 1–4), people (Goals 5 and 6), and technology (Goals 7 and 8). This report is intended to help inspire and guide the research community, scientific societies, federal funding agencies, private philanthropies, corporations, educators, entrepreneurs, and early career researchers over the next 10 years. The research encompass experimental and computational approaches to understanding and predicting ecosystem behavior; novel production systems for food, feed, and fiber with greater crop diversity, efficiency, productivity, and resilience that improve ecosystem health; approaches to realize the potential for advances in nutrition, discovery and engineering of plant‐based medicines, and "green infrastructure." Launching the Transparent Plant will use experimental and computational approaches to break down the phytobiome into a "parts store" that supports tinkering and supports query, prediction, and rapid‐response problem solving. Equity, diversity, and inclusion are indispensable cornerstones of realizing our vision. We make recommendations around funding and systems that support customized professional development. Plant systems are frequently taken for granted therefore we make recommendations to improve plant awareness and community science programs to increase understanding of scientific research. We prioritize emerging technologies, focusing on non‐invasive imaging, sensors, and plug‐and‐play portable lab technologies, coupled with enabling computational advances. Plant systems science will benefit from data management and future advances in automation, machine learning, natural language processing, and artificial intelligence‐assisted data integration, pattern identification, and decision making. Implementation of th...

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“…Programming on that occasion included material on what it means to develop a program of research, address the tripartite mission of the faculty role, and develop an individual development plan (IDP) with clear-cut outcomes, the latter being increasingly used to facilitate career paths (Austin Alberts, 2007; Hobin, Fuhrmann, Lindstaedt, Clifford, 2012). Scholars were urged to use the IDP to identify roles their various mentors might play to help them achieve their goals.…”

Section: Strengthening Mentoringmentioning

confidence: 99%

Building a mentoring network

et al. 2017

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Background Mentoring has long been regarded as one of the key components of research training and faculty development. Purpose The Robert Wood Johnson Foundation Nurse Faculty Scholars program purposely facilitated scholars’ development of a mentoring network by providing each individual with three mentors: a school-of-nursing mentor (primary), a university-based non-nurse research mentor (research), and a nationally-recognized nurse leader at another university (national). Method The Mentorship Effectiveness Scale was used to assess the effectiveness of each type of mentor in the first five completed cohorts. Discussion The ratings of mentorship effectiveness for all three kinds of mentors were generally high. Scholars valued most their mentors’ support and advocacy; the biggest weakness in dealing with all mentors was accessibility. Conclusion Even when one mentor proved a poor match, another mentor turned out to be an advocate and helpful, thus reaffirming the benefits of a mentoring network as opposed to only a single mentoring relationship. One lesson learned is the importance of preparing mentors for their role via written materials, in-person or phone orientations, and discussions at the annual meeting.

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You Need a Game Plan

Cited by 25 publications

References 0 publications

Reinventing postgraduate training in the plant sciences: T‐training defined through modularity, customization, and distributed mentorship

Reinventing postgraduate training in the plant sciences: T‐training defined through modularity, customization, and distributed mentorship

Plant science decadal vision 2020–2030: Reimagining the potential of plants for a healthy and sustainable future

Building a mentoring network

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