Mentoring & Diversity

Mentoring Statement (2022)

I believe that as the Korean/Chinese saying goes, “청출어람” (“cheong-chool-uh-rom”). This proverb is literally translated to “The color blue is made out of indigo”, implying that the pupil surpasses the master, as pure blue color is considered more refined and valuable than indigo. This simple principle reflects the evolution of knowledge as science moves forward and encapsulates my philosophy in teaching and mentorship: My job is to provide a firm foundation for the growth of my trainees, thereby enabling them to shine “blue” and excel as leaders in science and related professions.

During my Ph.D. and postdoctoral training, I have mentored 11 undergraduates, 5 graduate (rotation) students, and 3 technicians. I have taught them experimental techniques, provided feedback on their undergraduate theses and qualifying exam proposals, organized small group journal clubs, and provided career advice. Collectively, these experiences have shaped my vision and a sense of responsibility as a mentor to my trainees. First, I will create a nurturing scientific environment in my laboratory. I will not only pass down my knowledge to my trainees but also connect them to relevant intellectual and technical resources such as colleagues within and outside the lab and scientific courses (e.g., CSHL courses) so that they can learn and master key experimental techniques in a timely manner. My trainees will also gain a broad perspective on issues in neuroscience through critical reading and discussion of scientific literature and strengthen their scientific communication skills through presentations at lab meetings, department seminars, and scientific conferences. In addition, I will strongly encourage my trainees to make an effort to teach and mentor “junior colleagues”, as I have benefited from “learning by teaching”.

Second, I will provide individualized mentorship. One of the lessons that I have learned from mentoring 19 students and technicians in the past few years is that every mentee is different. The key to a successful mentorship is identifying individual strengths and weaknesses, prior experiences, and interests and ambitions, and guiding and supporting them accordingly, rather than taking a universal approach for all trainees. My mentorship will center around “equity”, not “equality”, and will better fulfill trainees’ unique needs, personalities, and long-term interests and goals.

Third, I will ensure that my trainees are comfortable with failure and constructive criticism. As I have learned from my own experiences, the practice of science involves experiencing more failures than successes. Thus, students must be ready to embrace failures and grow from every one of their experiences. Furthermore, I will encourage my trainees to be courageous, understand that it is OK to be wrong, and accept critical feedback. This is perhaps one of the most challenging aspects of the growth of a scientist. Still, I believe we grow as flexible, open-minded, and resilient scientists by accepting healthy criticism, revising our thoughts, and adapting to change. Every single trainee, whether they pursue a career in academic science or a related profession, will benefit from the scientific approach they develop under my mentorship.

I have been fortunate to receive scientific training in nurturing and stimulating research environments under inspiring graduate and postdoctoral mentors. My prior experiences as a mentor and a mentee have prepared me to convey scientific content, a range of technical approaches, logical and critical thinking skills, and passion as a science educator and mentor.