As we approach the launch of the fourth cohort of the Propel Research Mentorship Program, it's an opportune moment to reflect on the profound impact of faculty mentoring in academia. The Propel program, which supports new and early-career faculty through intensive mentorship, education and editing support, exemplifies our institution's commitment to nurturing the next generation of researchers. Over the past three years, 172 junior faculty members have completed the program, securing over $27 million in grant funding—a testament to the power of structured mentorship.

However, the importance of mentoring extends far beyond any single program. It's a cornerstone of academic success, shaping careers and strengthening institutions in ways both seen and unseen. As we prepare to welcome 52 mentees to Propel, I find myself reflecting on how my own journey demonstrates the ups and downs, and ultimately the vital importance of faculty mentorship in fostering a supportive and thriving academic community.

Serving as a professor at an R1 university in the United States can bring great challenges, but it is also a great privilege. Over the years, mentoring students, postdoctoral fellows and junior faculty has been one of the most rewarding parts of my job. Perhaps because I entered academia with a somewhat poor understanding of the complicated demands of a faculty position, I later made it one of my missions to guide new assistant professors through the complexities of their roles.

 

Starting out as a mentee

As is the case for many first-generation college students, my path through higher education was long and winding, marked by false starts and direction changes. Impostor syndrome – the persistent feeling of self-doubt where a person believes they are not as competent as others perceive them to be, despite evidence of their success – does not quite capture how I felt as a graduate student. A more apt description might be that, in the beginning, I felt clueless regarding the path forward as I navigated graduate school at the University of Arizona. But once I had found my path, the rest of the way was like a sprint through an intellectual obstacle course, keeping an eye on the graduation prize but just barely clearing each hurdle along the way. In hindsight, I think I sacrificed the quality and depth of my education for speed because I felt I had squandered too much time after dropping out of college earlier. Don’t get me wrong, my Ph.D. mentor, Audrey Holland, was a world-renowned researcher, but in some ways, I failed to take full advantage of what she had to offer because I was in such a rush to move on with my life (and, like so many graduate students, I was completely broke with lots of student loan debt).

I left Arizona without having defended my dissertation and took a faculty position at the University of South Carolina. Here was my meager academic baseline: No teaching experience, only two peer-reviewed papers in print, an “ABD” degree (all but dissertation), no grant writing experience, limited understanding of the tenure requirements, and no experience directing graduate students. Regardless, ready or not, in my first year as an assistant professor, I took on my first Ph.D. student. In over two decades since, I have mentored 16 Ph.D. students and 12 postdoctoral fellows. I suspect I'm a far better advisor now than when Leigh Odom and Dana Moser, my first two Ph.D. students, started in my lab. Despite my inexperience, both Dr. Odom and Dr. Moser have excelled, becoming tenured professors and department chairs—achievements that fill me with immense pride.

I emphasize the critical balance between meeting professional standards and maintaining personal well-being, stressing that sustainable success requires both.

So, as I began my career at USC in 2001, I was woefully underprepared for life on the tenure track. Thankfully, the chair of my department, Dr. Elaine Frank, took it upon herself to mentor me. Elaine was no shrinking violet, and she was always the strongest voice in the room so I knew that being her mentee would mean lots of hard work and very little hand-holding. In hindsight, she operated more like a department dictator than a department chair, but her forcefulness was always in service of the worthy goal of improving our department’s academic stature. Dr. Frank approached mentorship with the same strength and clarity of intention.

I have had many lucky breaks in my academic career – being mentored by Elaine Frank was certainly among the top two. From the start, we set up regular meetings to discuss my career plans, goals and trajectory with a clear list of to-dos. This included prepping classes, setting up a lab and outlining initial studies with a clear path to publication. These initial meetings were structured but also involved ample time for a free conversation about whatever I was struggling with at the moment. Upon my hiring, Elaine, who had recently become department chair, transferred to me some of her teaching responsibilities along with all associated slides, syllabi, and class notes. She also brought me into a couple of research collaborations she already had in the works. When it came to faculty service beyond research and classroom responsibilities, Elaine made sure that my load was minimal, but involved activities that would help me learn about the governance of the department, college and university.

Although Elaine’s approach to structured mentoring was helpful, I think that the most important aspect of our mentor-mentee relationship was having someone to act as my “go-to” person—someone who could give advice regarding difficult situations or just be there to listen when things looked bleak. In the beginning, there were lots of those moments. In my second and third years as an assistant professor, I didn’t have a single publication. Although I had managed to secure an R03 grant from the NIH, the lack of publications was a concern, which, much to my dismay, was clearly reflected in my annual reviews. Starting out from such a weak baseline, it took me a while to figure out how to be productive as a proverbial nobody in my field who was scarcely sought out by graduate students and postdocs. Without Elaine’s sage mentoring, I am not convinced I would have received tenure and promotion to associate professor.

Earlier, I mentioned two major breaks in my career. The second and biggest break was being Dr. Audrey Holland’s mentee. A giant in my field, Audrey was second to nobody. Going to conferences with her was like being with a celebrity. People were drawn to Audrey and sought her counsel on all kinds of topics. Although Audrey had been my Ph.D. mentor, our relationship in those years was nowhere near as significant as what was to come as I established my faculty career at USC. As a Ph.D. mentor, Audrey was extremely demanding, and I found it impossible to warm up to her. I suspect the feeling was mutual. After I defended my dissertation the same fall that I started my faculty job, I lost touch with her for several years. We met occasionally at conferences, but our conversations were routine and unmemorable.

Then, something happened that would change our relationship forever. I was struggling to write my first NIH R01 grant application and mentioned this to Audrey at one of the conferences where we happened to meet. Audrey had retired from the University of Arizona but maintained a very active academic life as a researcher and consultant on projects all over the world. Much to my surprise, she suggested that I visit her in Arizona where she would help me write the grant proposal. The result of that trip was my first funded R01 grant and, more importantly, the true beginning of one of the most consequential relationships of my life.

I found Audrey, the retired professor, to be kind and thoughtful and to have a first-rate sense of humor. So, starting in 2007 and most years since, I would visit Audrey annually, and we would work on grant proposals or manuscripts. Gradually, our phone calls increased in frequency, and the topics changed from grants and publications to career advice and eventually to things mostly unrelated to academia. Audrey died last year, and although age had taken a toll on her mental acuity, her passing marked the ending to our unique relationship, which merged mentoring and friendship without a clear boundary between the two.

As vice president for research, my primary goal is to enhance USC's collective research impact. The most effective way to achieve this is by supporting our faculty, including through mentorship.

 

Transitioning from mentee to mentor

As I mentioned earlier, my foray into mentoring graduate students was like building an airplane mid-flight. Thankfully, I had Elaine Frank to guide me through the initial hurdles, and my experiences as Audrey's student also gave me ideas. Undoubtedly, I also learned quite a bit through trial and error, hopefully without causing too much trouble for my students. Over the years, I developed a mentoring philosophy centered on setting high expectations while recognizing individual potential. I establish a clear baseline threshold that all my Ph.D. students must meet in terms of preparation and performance. However, I make it explicit that while this threshold is non-negotiable, I understand that each student's capacity to exceed it varies. Some may soar far beyond, while others may hover just above it – and both scenarios are acceptable. This approach allows me to push students to reach their full potential without applying a one-size-fits-all standard. I combine this with regular communication, constructive feedback and guidance in navigating academia beyond just research. My goal is to cultivate independent researchers who not only contribute significantly to our field but also understand and work within their individual strengths and limitations.

Drawing from my experiences as a first-generation college student and new assistant professor, my approach to mentoring junior faculty is not that much different from mentoring graduate students. I start by making sure they thoroughly understand their unit's tenure guidelines and expectations, analyzing the academic stature of recent tenure recipients to set realistic benchmarks. I emphasize the critical balance between meeting professional standards and maintaining personal well-being, stressing that sustainable success requires both. My approach involves regular check-ins to offer tailored advice, helping mentees navigate academia's unwritten rules and connect with essential resources. The ultimate goal is to cultivate resilient faculty who excel academically, maintain a balanced life and eventually mentor others, fostering a supportive academic ecosystem.

 

Creating a legacy of excellence

Although the previous paragraph is written in the present tense, it is mostly aspirational at this point as I have very limited time for personal mentoring due to a demanding administrative schedule. Yet, I remain deeply committed to peer-to-peer mentoring and applaud our academic units and faculty that take this responsibility seriously. That’s why one of my first acts as USC’s new vice president for research in 2021 was to institute or expand programs like the Propel Research Mentorship Program and the NSF Career Bootcamp. After just a few short years, the results speak for themselves. Never have we had as many active NIH R01 grants or NSF Career awards at USC, an accomplishment that is directly related to our mentoring programs. But beyond the numbers, it's the individual stories of growth and success that truly resonate. For example, one of our assistant professors and Propel graduates recently had an NIH R01 grant application ranked in the first percentile, an amazing feat.

As vice president for research, my primary goal is to enhance USC's collective research impact. The most effective way to achieve this is by supporting our faculty, including through mentorship. My experiences as both mentee and mentor have shown me that mentorship transcends mere professional development; it creates a supportive ecosystem where individuals can thrive, pushing boundaries while maintaining personal well-being. Developing junior faculty from the outset of their careers is one of the best investments we can make as a university.

As we welcome the next cohort of Propel participants, I challenge all of us at USC to embrace mentorship wholeheartedly. Regardless of career stage, every member of our academic community has valuable insights to offer and gain. Let's make mentorship a cornerstone of our culture, remembering that every great mentor was once a mentee. Your experiences can illuminate the path for others. In case mentoring is not already a part of your academic portfolio, I urge you to seek out mentorship opportunities, offer your guidance and advocate for mentorship programs. Together, we can foster an academic community that not only supports and challenges, but truly inspires us all, propelling USC to new heights of research excellence and impact.