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Improving Student Outcomes with an Adaptable Molecular Cloning Course-Based Undergraduate Research Experience
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Postdocs' lab engagement predicts trajectories of PhD students' skill development.

David F Feldon1, Kaylee Litson2, Soojeong Jeong2

  • 1Department of Instructional Technology and Learning Sciences, Utah State University, Logan, UT 84322-2830; david.feldon@usu.edu.

Proceedings of the National Academy of Sciences of the United States of America
|October 2, 2019
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Summary

Doctoral students

Keywords:
doctoral educationgraduate trainingmentorshippostdocsresearch skills

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Area of Science:

  • Graduate Education
  • Mentorship Models

Background:

  • Traditional doctoral advising often emphasizes a singular principal investigator (PI) mentor.
  • An alternative, cascading mentorship model involves peer-to-peer and hierarchical mentoring within research groups.

Purpose of the Study:

  • To investigate which mentorship model best predicts doctoral student skill development.
  • To identify key factors influencing positive skill development trajectories in PhD students.

Main Methods:

  • Longitudinal study of 336 PhD students in the United States.
  • Analysis of the impact of PI activities versus laboratory interactions on student skill development.

Main Results:

  • Principal investigator activities did not significantly predict student skill development.
  • Engagement of postdocs and senior graduate students in laboratory interactions positively predicted skill development.
  • Junior PhD students with active participation from postdocs and senior students were over 4 times more likely to have positive skill development.

Conclusions:

  • The cascading mentorship model is a better predictor of doctoral student skill development than the traditional PI-centric model.
  • Postdocs play a crucial, albeit informal, role in enhancing doctoral training.
  • Evidence-based practices in graduate education, particularly peer mentorship, are vital and feasible.