Dr. Halaby is an Assistant Professor in the Department of Biology & Molecular Biology at Montclair State University in Upper Montclair, NJ. His research interests include studying lysosomal enzyme-induced apoptosis of human breast cancer cells. Dr. Halaby is an Undergraduate Advising Coordinator for the Department.


For prospective student researchers, choosing a faculty mentor is often one of the most daunting tasks that they undertake. This decision can be complicated for a number of reasons. Some faculty members do not project themselves as being approachable or accessible to students. These faculty often view student-inclusive research as being a chore rather than a great learning opportunity for both mentor and mentee. Secondly, students usually do not receive a seminar or workshop where they are taught the criteria for choosing a suitable mentor. Lastly, students often have the perception that if they did not have a course with a professor, they cannot perform research with that person. This last assumption is not true at all.

The mentor should have a track record of having previously worked with student researchers. It is advisable to ascertain the mentor's expectations of his or her research assistants. The student can accomplish this by asking the prospective mentor a few specific questions. Does the mentor give students a reasonable timeframe within which to complete their research projects? Are the research projects that are available in the mentor's laboratory suitable for undergraduates (i.e., projects that do not have overly-ambitious aims)? Can students undertake the research project given their heavy course loads, employment outside of school, or family commitments? Is the mentor willing to help students troubleshoot and solve technical problems, or does he or she merely send students to the library on a futile search? Does the mentor offer co-authorship to student researchers? Are students who work with the faculty member encouraged to publish or present their results (the mentor should train the students to become proficient in data collection and analysis) and to attend regional and national conferences? Does the mentor mandate that people in his or her laboratory work on weekends (if yes, some weekends, or every weekend)?

Students should also interview prospective mentors and their current and former student researchers. This will allow students to determine which faculty member's research interests best conform to their own research goal(s). In addition, students should determine whether the mentor will have enough time to devote to student researchers. It would also be useful to know the professor's teaching load for a given semester. The following duties can compete for and consume much of a scientist's time: serving on committees, administrative duties (e.g., being chair of a department), writing grant proposals, editing a journal, and teaching at another institution.

Talking with past and present student researchers can also reveal some favorable information. Students are more likely to tell another student the actual events that transpire in the laboratory. For instance, current or past student researchers can relate how long it actually took them to complete their thesis projects, and what the research environment in the lab was like.

Unfortunately, in some research settings, student researchers are treated as just an extra pair of hands, and are not engaged in acquiring practical and enlightening research skills. These students are relegated to performing the most mundane chores: they fill carboys, proofread manuscripts, or call in the orders for the lab. Typically, the mentor will not disclose any of the above factors to the prospective student researcher. This further exemplifies how important it is to talk to students who work with or have worked with the mentor.

Since undergraduate student researchers have to perform well academically to be competitive candidates for graduate and professional schools, it is advisable for them to seek a mentor who can also serve as their academic advisor. You must feel comfortable enough with the mentor to discuss your long-range career goals with him or her. Working together with the advisor, you can chart out an appropriate academic plan that will allow you to complete your graduation requirements in a timely fashion, and that will best prepare you for your intended career choices.

Having a positive and supportive mentor-student researcher relationship will have a lasting effect on a student. Those who have had good mentors tend to become excellent mentors in their own careers. Invest the time to do your homework and investigations before you decide on a mentor, and you will certainly reap the benefits.