As a research mentor, I work closely with a team of 5-10 undergraduate research assistants and aim to provide them with experience that will prepare them for their professional goals. This includes experience handling data, collecting in-person and online data, managing participants, creating data stimuli, data analysis, and presentations. 

Mentorship Philosophy Statement

As a PhD student in Dr. Emily Balcetis’ lab, I view mentorship as a vital component of my academic and professional journey. My approach to mentoring research assistants is grounded in the belief that each mentee brings a unique set of experiences, perspectives, and aspirations to the table. I strive to create a supportive, inclusive, and growth-oriented environment where all research assistants feel empowered to explore their potential and contribute meaningfully to our shared work.

Commitment to Diversity and Inclusion. I am committed to fostering diversity and inclusion within the lab. I recognize that diversity extends beyond race and gender to include factors such as first-generation college status, socioeconomic background, type of institution previously attended, and experience in non-research or applied work settings. I believe that these diverse perspectives and experiences are invaluable, as they bring fresh insights and enrich our research, ultimately broadening our understanding of the world and the impact of our work.

My goal as a mentor is to ensure that every research assistant feels respected, heard, and valued. I actively seek to understand each mentee’s unique background and tailor my mentoring approach to meet their individual needs. This includes providing additional support and resources for those who may be navigating the complexities of research and academia for the first time. I am committed to creating a safe space where all mentees can ask questions, express their ideas, and pursue their interests without fear of judgment. Additionally, I view my role as a mentor as an opportunity to challenge and push back against the established norms within academia that often disadvantage or fail to represent the full spectrum of lived experiences. I also recognize that it is my responsibility to remain open to feedback and criticism, especially when I am not fully living up to these values, so that I can continuously improve and better support my mentees.

Supporting Academic and Professional Growth. I understand that research assistants are students first, with academic responsibilities and personal commitments that must be balanced alongside their research work. I emphasize the importance of time management and prioritize flexibility in our work schedules to accommodate their academic needs. My mentorship is designed to complement their academic journey, providing them with valuable research experience while also supporting their success in their coursework and other endeavors.

In our lab, I encourage research assistants to set personal and professional goals, whether they are interested in pursuing graduate school, gaining skills for a specific career path, or simply exploring the field of research. I am committed to providing guidance, feedback, and opportunities for skill development that align with these goals. This may include offering feedback on personal statements or CVs, discussing career paths in research and beyond, and developing soft skills such as public speaking or scientific writing.

Fostering Independence and Collaboration. I believe that effective mentorship involves a balance of guidance and independence. I aim to equip my mentees with the tools and knowledge they need to succeed while also encouraging them to take ownership of their work and develop their own research interests. I foster a collaborative lab environment where research assistants are encouraged to share ideas, work together, and learn from each other. Additionally, I am open to and actively encourage my mentees to pursue project lead roles, such as applying for the NYU Dean’s Undergraduate Research Fund. I am committed to supporting them throughout the entire application process, from developing a research proposal to navigating the submission requirements, ensuring they have the confidence and resources needed to succeed in these leadership opportunities.

Continuous Learning and Improvement. Mentorship is a dynamic process, and I am committed to continuously reflecting on and improving my mentoring practices. I seek feedback from my mentees to ensure that I am meeting their needs and helping them achieve their goals. My ultimate aim is to be a mentor who not only supports my research assistants in their current roles but also helps them build a strong foundation for their future academic and professional success.

Grants

NYU Dean’s Undergraduate Research Grants

2023

Title: Exploring the Influence of Media Framing on Leadership Perceptions Among Marginalized Adolescents in a Diverse World

Undergraduate Researcher: Weiwei Tan

Mentors: Nallely De La Rosa & Emily Balcetis

 

Title: What does a leader look like to teens?

Undergraduate Researcher: Mike Guerrero

Mentors: Jordan Daley, Nallely De La Rosa, & Emily Balcetis

 

Title: Using Graffiti as a Means to Encourage Leadership Stereotype Rejection and Increase Aspirations Among Adolescents

Undergraduate Researcher: Abi Rivera

Mentors: Jordan Daley, Nallely De La Rosa, & Emily Balcetis

 

For more information about NYU DURF Grants, please click here. 

If you are interested in joining our team as an RA, please click here. 

 

OTHER

NYU CMEP’s FOCUS First Generation Mentorship Program

Graduate Student Mentor

NYU’s CAS-GSAS Network Mentoring Program

Graduate Student Mentor

Society for Personality and Social Psychology 

First-Gen Student Mentor

last updated: 08/28/2024