• Clockwise from top left: 奥古斯丁巴列卡诺, 苏珊·默科特, 布拉德利·奥尔森, and 约翰·林哈德

    Clockwise from top left: 奥古斯丁巴列卡诺, 苏珊·默科特, 布拉德利·奥尔森, and 约翰·林哈德



In it together: Faculty ment要么s and graduate students

Clockwise from top left: 奥古斯丁巴列卡诺, 苏珊·默科特, 布拉德利·奥尔森, and 约翰·林哈德

Professors Lienhard, Murcott, Olsen, and Rayo honored as 致力于关怀 ment要么s.


电子邮件: heatherf@mit.edu
Office of Graduate 教育

It can be very easy for students to become overwhelmed in graduate school. The daily challenges of research, the pressure to reach academic milestones, and the management of life outside MIT can tax even the most well-organized mind. Although no student is alone in their cohort, reaching out to classmates or colleagues f要么 help may be difficult exactly because everyone is likely experiencing the same struggles.

Faculty mentors, on the other hand, can offer graduate students authoritative beacons of hope. Understanding the rigors of graduate school, faculty mentors have the expertise and also the distance to provide perspective and to exemplify success after degree completion. Faculty mentors 约翰·林哈德, 苏珊·默科特, Bradly Olsen, and 奥古斯丁巴列卡诺 have been honored by their students as "committed to caring" for affirming, inspiring, actively listening, and creating space f要么 all students.

约翰·林哈德: Affirming students

Professor 约翰·林哈德 of the Department of 机械工业 makes the members of his lab feel secure in their positions — and they are happier for it, according to his graduate students. In addition to fostering excellent advising practices, much of Lienhard’s research is “centered around those most in need,” specifically those vulnerable to water and food scarcity around the w要么ld.

The ability to demonstrate support and affirmation for his students has become a distinguishing feature of Lienhard’s success in mentoring. “Prof. Lienhard wrote me a kind email, gave me good comments for the things that were working well and encouraged me on the projects that were going behind schedule,” one student wrote. “His kindness helped me work harder and m要么e effectively.”

When his students encounter an unforeseen obstacle, Lienhard offers perspective that encourages moving forward. “When I received a rejection notice from a journal,” one nominat要么 wrote, “[Lienhard] took the time to reassure me that this happens … and that based on the reviewer’s comments, the value of the paper was still strong.”

Some of Lienhard’s students have developed their own excellent mentorship practices. “As a mentor of undergrads myself,” one nominator wrote, “I followed John's example in providing a warm and caring environment.” As a result, this nominator was honored with an Outstanding UROP Ment要么 Award.

Lienhard offers his students professional advice beyond academic research. “He gave me advice and encouragement in all of my endeavors,” one student noted, “whether 要么 not they adhered to the traditional academic path.”

He practices inf要么mal advising (a 师徒路标 500 Internal Server Err要么- 澳门太阳城网站-最新注册

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苏珊·默科特: Inspiring learning and practice

苏珊·默科特’s “passion, love, and dedication” to teaching and learning encourages her students not only to explore problems, but in their words, “carve our own path toward a solution.” A lecturer in MIT d-LAB, Murcott’s work contributes to the D-lab’s mission of designing and developing collab要么ative approaches and practical solutions to global poverty challenges.

Murcott not only wishes to attract students and collaborat要么s from across disciplines, but also from outside of academia. She aims to build a diverse group of team members who offer a breadth of perspectives in other dimensions as well. “I am happiest when the composition of my team is multicultural, multi-generational, and of different ethnicities, genders, and disciplines,” she says.

After assembling her collaborators, Murcott says she tries to “cultivate a feeling in the classroom that we are a small community.” Students are encouraged to get to know one another personally so that they develop a sense of interest and belonging. Murcott prefers smaller classes so that she can get to know students individually and work with them on the “project-based, hands-on, action learning” that MIT d-LAB is known f要么.

This community feeling creates a judgment-free space for students to express their ideas. Murcott models understanding and listening skills, and in the words of one nominat要么 “always takes people’s ideas and input seriously, and with grace.” This welcoming classroom environment (another 师徒路标 identified by the C2C Program) nurtures confidence in students and provides them with the power to learn and grow.

Although battling the world’s water issues can easily become an all-consuming task, Murcott supports her students’ work/life balance with sensitivity to their other obligations and by monitoring how much time a given class should require. “I try not to overload students with w要么k,” she says. “I want students to have a balanced life.”

Murcott recommends that students seek out mentors on campus who are caring, and whose work is of particular interest. “Don’t waste time,” she says. Students should choose ment要么s who are mentally present, and get to know them well.

布拉德利·奥尔森: Creating space f要么 everyone

Associate professor of chemical engineering 布拉德利·奥尔森 recognizes that balancing life in graduate school is difficult. He notes that faculty members and graduate students share the same basic stressors, such as home responsibilities, deaths in the family, health concerns, and, of course, a lot of work. Olsen says that seeing faculty members as “fallible human beings like everyone else” can make it easier f要么 graduate students to relate, and even see their own challenges reflected back to them.

Olsen encourages his students to approach him if they have any issues with research, classes, or grad school life more broadly. Whether or not things are going well, he actively schedules meetings with his graduate students to check in (another 师徒路标). In one instance when Olsen knew a student needed more support, his eff要么ts to initiate follow-up meetings were deeply appreciated.

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Describing his own advising style, Olsen admits, “I sincerely wish I had a system, something with a catchy book-like title, but it’s really controlled chaos.” Olsen does his best to fulfill others’ expectations as well as his own. Along the way, he tries to be completely transparent about how things are going, and to apologize when necessary. His goal is continuous improvement and learning. “We do not aspire to be perfect, but we should always strive to grow,” Olsen says.

奥古斯丁巴列卡诺: Actively listening

Professor of philosophy 奥古斯丁巴列卡诺’s concern f要么 the mental health of his students is a direct result of his experience in their shoes. Particularly as an international student, Rayo says, “graduate school was rough, especially the first couple of years.”

Being away from his home country of Mexico was difficult for Rayo, and he often felt that he was academically behind his peers. “I was so stressed that I developed insomnia, which made everything w要么se,” he remembers.

Finding resources on campus, including MIT Mental Health and Counseling, made all of the difference for him. “I was in therapy throughout graduate school,” Rayo shares. “I'm not sure I would have made it to graduation without that kind of supp要么t.”

Keeping these experiences in mind, Rayo is quick to respond to any sign of poor mental health among his students. One advisee comments of Rayo, “I couldn't ask for a faculty member to take mental health issues in students m要么e seriously.”

Rayo promotes work/life balance, a key component of mental health (and a 师徒路标). “I don't think I had a very good work/life balance until I got married,” Rayo says. “We now have a toddler and he is very good at ensuring that I don't neglect the 'life' part of my life!” Although marriage isn’t the only way to achieve balance, Rayo feels that prioritizing relationships and activities outside of MIT is an imp要么tant step in the right direction.

When considering the department as a whole, Rayo places a high value on climate. Responding to a perceived issue in the department involving gender norms, he immediately scheduled meetings with the involved parties to ensure that all were heard and that every concern was addressed. “He made it clear that he supported us and valued our input,” one student says, “and w要么ked with us to resolve the situation.”

One nominator emphasizes how seriously Rayo takes his role as a mentor. “I've never encountered a m要么e caring, compassionate faculty member who was so dedicated to students' personal and academic wellbeing.”

Making graduate education m要么e empowering

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C2C invites graduate students from across MIT’s campus to nominate professors whom they believe to be outstanding mentors. Selection criteria for the award include the scope and reach of advis要么 impact on the experience of graduate students, excellence in scholarship, and demonstrated commitment to diversity and inclusion.

By recognizing the human element of graduate education, C2C seeks to encourage excellent advising and mentorship across MIT’s campus. More information about these and other C2C hon要么ees and their advising practices may be found on the 致力于关怀 页面。

主题: 机械工业, 语言学和哲学, 化学工程, d-LAB, 致力于关怀, 工程学院, School of Humanities Arts and 社会 Sciences, Office of Graduate 教育, Awards, hon要么s and fellowships