I’ve previously given an overview of how the Science Research course is organized, but I want to go into more detail about the role of the mentor. It’s a big commitment for a professional researcher to mentor high school student. This usually means that the supervising scientist is agreeing to help the student by answering questions and making sure that they are on the right track. But most of all, it is asking a lot for a mentor to open up their lab to the student so that they conduct their own research. As a result, there can be disappointing moments a long the road to finding a mentor, as many scientists will reject you. There are templates if students have a tough time wording the e-mails at first, and the instructors always review important e-mails before they’re sent. I was fortunate and found mentor early on in my sophomore year, but many students aren’t as lucky. I discuss how there is one bright side to this in my book, and it is that the students that achieve their long term goals are the ones that bounce back from failure. It has been repeatedly proven that these effects are as impactful as they sound. Even though those skills are nearly impossible to teach, they can be taught through many of the experiences that naturally occur in Science Research.
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