A | B | C | D | E | F | G | H | I | J | K | L | M | N | O | P | Q | R | S | T | U | V | W | X | |
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1 | Faculty Name | Department | University of Minnesota Faculty Webpage | Link to Lab Website (if available) | Link to Advising Statement (if available) | |||||||||||||||||||
2 | Laura Stone | Anesthesiology | https://med.umn.edu/bio/laura-stone | https://med.umn.edu/anesthesiology/research/stone-lab | My role as a mentor is to ensure that trainees thrive. I communicate daily with all trainees, have weekly or biweekly 1:1 meetings and weekly lab meetings. | |||||||||||||||||||
3 | Peter B. Kang | Neurology | https://med.umn.edu/bio/peter-b-kang | https://kang.umn.edu/ | Peter Kang | |||||||||||||||||||
4 | Christina Pacak | Neurology | https://med.umn.edu/bio/christina-pacak | https://docs.google.com/document/d/18CWdY4-ZYLpWGQiChQwaZrs6s_1iUYJC/edit#heading=h.gjdgxs | ||||||||||||||||||||
5 | Marija Cvetanovic | Neuroscience | https://med.umn.edu/bio/marija-cvetanovic | https://sheel031.wixsite.com/cvetanoviclab | Marija Cvetanovic | |||||||||||||||||||
6 | Rocio Gomez-Pastor | Neuroscience | https://med.umn.edu/bio/rocio-gomez-pastor | https://sites.google.com/umn.edu/gomez-pastor-lab | https://www.neuroscience.umn.edu/people/rocio-g%C3%B3mez-pastor-phd | |||||||||||||||||||
7 | Esther Krook-Magnuson | Neuroscience | https://med.umn.edu/bio/esther-krook-magnuson | https://drive.google.com/file/d/1qedrEtp9YPcq5Ay2I7kbSN8e_uJw4BYa/view | ||||||||||||||||||||
8 | Dezhi Liao | Neuroscience | https://med.umn.edu/bio/dezhi-liao | I believe that to help a student to eventually have a successful independent scientific career, the mentor/supervisor need to nurture the student step by step patiently. The first step is to teach the student the basic techniques. Thereafter, the mentor needs to guide the student how to use the learned techniques to test a scientific hypothesis. Eventually, the mentor needs to nurture the student how to read literature and form testable and pragmatic hypothesis. | ||||||||||||||||||||
9 | Yasushi Nakagawa | Neuroscience | https://med.umn.edu/bio/yasushi-nakagawa | The goal of my mentorship is to help the trainees to become independent according to their capacity and interest. This is both in terms of conceptual and technical independence. So far in our lab, four postbac trainees and one undergraduate student have published at least one first-author papers, and 12 undergraduate students have become an author of at least one paper. I am a very hands-on person; I am in the lab almost all the time doing experiments by myself. Especially at an early stage, I will train people by myself, and meet the trainee in person at least once a week to discuss both short- and long-term goals. At weekly lab meetings, everyone takes turns and talks about the progress and problems they are dealing with. | ||||||||||||||||||||
10 | David Redish | Neuroscience | https://med.umn.edu/bio/david-redish | https://redishlab.umn.edu/ | https://docs.google.com/document/d/1UMGfs0swz3BbPRfHC6UlkCq_J52gauvluWIt3WkIdA4 | |||||||||||||||||||
11 | Jocelyn Richard | Neuroscience | https://med.umn.edu/bio/jocelyn-richard | https://www.richard-lab.org/our-team | https://docs.google.com/document/d/14ZEY0eYtfqgtP0VTJGJ3TFDqzdB11LAPbYIFkM5D8W4/edit?usp=sharing | |||||||||||||||||||
12 | Gordon Smith | Neuroscience | https://med.umn.edu/bio/gordon-smith | https://www.smithneurolab.org/advising | ||||||||||||||||||||
13 | Martha Streng | Neuroscience | https://med.umn.edu/bio/martha-streng | |||||||||||||||||||||
14 | Ganesh Vasan | Neuroscience | https://med.umn.edu/bio/ganesh-vasan | https://icnlabs.org | https://icnlabs.org/policies | |||||||||||||||||||
15 | Lucy Vulchanova | Neuroscience | https://med.umn.edu/bio/lyudmila-vulchanova | https://www.neuroscience.umn.edu/sites/neuroscience.umn.edu/files/files/media/advising_statement_lucy_vulchanova.pdf | ||||||||||||||||||||
16 | Ann Parr | Neurosurgery | https://med.umn.edu/bio/ann-parr | Ann Parr | ||||||||||||||||||||
17 | Andrew Venteicher | Neurosurgery | https://med.umn.edu/bio/andrew-venteicher | https://drive.google.com/file/d/1f4ZPbo0Yu61GeRKGhLA7mJujTFOTh3FP/view | ||||||||||||||||||||
18 | Helen Vuong | Pediatrics | https://med.umn.edu/bio/helen-vuong | https://vuong.science/ | https://vuong.science/ | |||||||||||||||||||
19 | Oscar Miranda-Dominguez | Pediatrics | https://med.umn.edu/bio/oscar-miranda-dominguez | |||||||||||||||||||||
20 | Carolyn Fairbanks | Pharmaceutics | https://www.pharmacy.umn.edu/our-faculty-staff/our-faculty/carolyn-fairbanks | Carolyn Fairbanks | ||||||||||||||||||||
21 | Scott Sponheim | Psychiatry & Behavioral Sciences | https://med.umn.edu/bio/scott-sponheim | https://cablab.umn.edu/ | Level of independence expected from the advisee: I meet the advisee where they are at in their level of professional development. Typically I will meet weekly with advisees in either group or individual meetings. I expect independence in terms of managing work schedules and being motivated to engage in work in a reliable manner. Advisor’s preferred communication style and frequency: I most prefer in person meetings, but find Zoom meetings acceptable. The most important aspect of the interaction and communication is to be able to work in collaboration on scientific endeavors (data collection, data analysis, writing). Expectations about publication, conference attendance, and financial support: I expect that advisees will produce a first-author scientific product. The type of product depends on their level of professional development (e.g., poster, paper, grant application). The critical aspect of the product is that the advisee has mastery over the content and is the primary creator of it. Role of the advisor in guiding research: I adjust my role based on the level of development and skills of the advisee. Typically I'm most involved with formulating scientific questions that yield new and valuable knowledge about psychopathology and brain function. I often am involved with refining hypotheses regarding the question, identifying data sources and types to test the hypotheses, and clarifying how the constructs of interest are operationalized in data collection and variable creation. Expectations and responsibilities related to advisee’s career path and preparation: I expect advisees to be thinking seriously about their professional future and shape their experience with me to promote their own development. I typically inquire about the goals of the advisee and then work with them to figure out how to best support their professional development during their time with me. | |||||||||||||||||||
22 | Katie Cullen | Psychiatry and Behavioral Sciences | https://med.umn.edu/bio/katie-cullen | https://radlab.umn.edu/ | https://docs.google.com/document/d/1Y0y0jT1lwaOQnZ9Kxt-454Zd1yXHQYDSvfEV8moHm3U/edit | |||||||||||||||||||
23 | Michael-Paul Schallmo | Psychiatry and Behavioral Sciences | https://schallmolab.umn.edu/Michael-PaulSchallmo | https://docs.google.com/document/d/1YLMLKQ_gPNM0az-3xc0ApsFoM3C4Fy2Bq27jPv5-v4Q/edit | ||||||||||||||||||||
24 | Alik Widge | Psychiatry and Behavioral Sciences | https://med.umn.edu/bio/alik-widge | https://tnelab.org/ | https://docs.google.com/document/d/15jGiEgqtvGV3W3xK2hp6oZbs-LzYkcTJqvyKbpX59zA/edit | |||||||||||||||||||
25 | Anna Zilverstand | Psychiatry and Behavioral Sciences | https://med.umn.edu/bio/anna-zilverstand | |||||||||||||||||||||
26 | Cheryl Olman | Psychology | https://cla.umn.edu/about/directory/profile/caolman | https://oliv.psych.umn.edu/people/cheryl-olman | https://oliv.psych.umn.edu/people/cheryl-olman | |||||||||||||||||||
27 | Nicola Grissom | Psychology | https://www.neuroscience.umn.edu/people/nicola-grissom-phd | https://www.nicolagrissomlab.com/ | https://docs.google.com/document/d/1fRBL3aWrvWZPL4Ha-Eho3lyJC6CsiGI3jWyDNAqTSv0/edit?usp=sharing | |||||||||||||||||||
28 | Kendrick Kay | Radiology | https://med.umn.edu/bio/kendrick-kay | http://cvnlab.net/home.shtml | https://cvnlab.net/advising.html | |||||||||||||||||||
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