A recent NatureJobs blogpost nicely illustrates the importance and effectiveness of mentoring in sciences.

Researchers have shown that mentoring and teaching in the lab can improve knowledge retention, increase graduation rates, and increased likelihood to continue in the sciences. Dr. Erin Dolan, a biochemist at the University of Georgia, analysed course-based undergraduate research experiences, mapping the trajectories of participating students.

In general, Dolan found that students had greater ownership over the projects they participated in, and participating undergraduates has better graduation and retention rates than those who did not participate. In other work, Dolan demonstrates that graduate students have a role to play in improving research as a mentoring tool.

To read the full post please click here.