Engaging in undergraduate research helps give students the confidence to apply to graduate school and ultimately can change the direction of their careers. [As a mentor] witnessing students acquire confidence in their abilities makes all of the time and effort worthwhile. Students raise excellent questions that provide me opportunity to think beyond the regular courses that I teach. Furthermore their research helps extend my work in slightly different directions.
—Lou Ann Griswold, Associate Professor of Occupational Therapy
I believe that teaching undergraduate, graduate and post-doctoral students together in the laboratory as a community of interacting teaching and research scholars and colleagues is vital to developing modern research biologists…Professionally, many of these undergrads have taken first steps towards new parts of my research or have made significant discoveries that we have published together. Personally, being a mentor is just fun, it makes you want to come to work each day.
—Charles Walker, Professor of Zoology
Mentoring a student in the REAP program has worked very well to advance my scholarship and my student’s research skills and knowledge.
—Cathy Frierson, Professor of History
It was exciting to work with someone so talented and realize that she might even be able to get her work published, and that this might be the start of something important in her career.
—Andrew Boysen, Professor of Music
[As a mentor] I gained the satisfaction of witnessing the personal and professional growth of a student engaged in real scientific research.
—Thomas Davis, Professor of Plant Biology
I’ve had the privilege of mentoring and training many excellent students. It is satisfying to see them prosper and grow based on the experience they gain here at UNH.
—James Ryan, Professor of Physics
It is really a very cyclical process in that most mentors have been mentored in the past and mentees often go on to become mentors themselves. It is a legacy, a kind of inheritance that goes on as an exchange of wisdom and “lessons learned” to support the intellectual and professional growth of young people. And while most of our exchange was me teaching her, the greatest moment was when, towards the end of her project, she expanded her thinking and exceeded my own realm of thought. “I hadn’t thought of that.” Those are rewarding words to say to a 15-year-old girl.
Every year there are students who make it all worthwhile. These are the special students who are inquisitive, put in the time, take responsibility, and care about the outcome. They are engaged and invested and they inspire me to work just as hard.
— Win Watson, Professor of Zoology
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