Katherine M. Serafine: Mentor Q&A

For National Mentoring Month in January 2021, we asked mentors throughout the Diversity Program Consortium to respond to this brief questionnaire. The responses to these Q&As help showcase the important work mentors do every day, and highlights their creativity and dedication in revising their mentoring practices in light of the ongoing COVID-19 pandemic. Read more to get acquainted with some of the mentors who work with the DPC.

Mentor Portrait: Jan. 2021 National Mentoring Month Q&A with Katherine M. Serafine, Ph.D.

1. Tell us a bit about your background; for example, when did you become interested in science and what was the reason? Was there a mentor who helped you on your education and/or career pathway?

I first became interested in science in high school. I had a female chemistry teacher who was really the first woman I had met who was in a STEM field and I remember identifying with her (even though chemistry was fairly challenging to me in high school). As an undergraduate, I had several faculty mentors who took me under their wing and really fostered my curiosity in data collection, but one mentor in particular sparked my interest in the brain. His name was Dr. Milton Hammond at Norwich University (who passed away in 2005), and he really impacted my interest in the principles of learning, neuroscience and how the brain controls behavior. I think of him often because he inspired me and I try to channel some of his teaching approaches with my trainees in the lab and in the classroom. My PhD and postdoctoral mentors were also critical in my career development and I still reach out to them regularly to chat, ask advice or just catch up. My PhD mentor was Dr. Anthony Riley at American University and my postdoctoral mentor was Dr. Charles France at UT Health San Antonio. 

2. What is your area of research?

Behavioral pharmacology/behavioral neuroscience 

3. The past year has presented many new challenges for all of us. What are some of the challenges you have faced as a mentor or as a researcher? What were some of the solutions you found?

Connection with other people has been the biggest challenge for me this year. I did not realize how much energy I gain regularly from student interactions in the classroom and in the laboratory, as well as through networking with colleagues at scientific conferences. Not being able to do those things in person really took a toll on me in the start of the pandemic. But in my lab, one big solution we found was to invite guest speakers a few times a month to talk about their research or their career journey. This was great - because the trainees were able to see different career opportunities in neuroscience and pharmacology - many of which they had not heard of before. For example, we had someone with a background in behavioral economics who now works at NASA come talk to us. We had someone from a pharmaceutical industry come to describe her work on a clinical trial for a new medication. These experiences allowed the trainees in my lab to meet with different kinds of scientists, including several from outside academia. This provided them with some insight into the wide variety of directions people can go in after they graduate from college with a STEM degree.

4. Has your idea of what it means to be a mentor evolved during the past months?

I've always believed that mentorship is a lifetime gig. That has not changed during the pandemic, but certainly I tried to remember it more as I was going through the last few months. I reached out to my former mentors periodically for advice, and support - but I also tried to reach out to former trainees too to make sure they were ok given the chaos of the world. Mentoring isn't just about helping someone get to their next career stage for a short period of time. Mentoring is about being there for trainees at each major milestone as they progress in their career and supporting them during difficult times (as well as celebrating achievements). 

5. How have you supported your mentees during the pandemic?

I think many people think of mentors as people who just "give advice" but being a mentor means listening really closely to our trainees too. As an example, I have trainees who don't want to have a similar job to the one I have in academia when they graduate, and I feel it is really important to hear that message. This is part of what drove me to seek out guest speakers in different areas to come talk to my lab during the pandemic. I have my students complete an individual development plan when they first join the lab and we revisit this document once or twice a year so that we can communicate about their career aspirations on a regular and evolving basis. Knowing their goals (and seeing how they might change over time) helps me tailor my mentoring approach for individual students and also identify areas where I might need to consult with others. For example, if one of my trainees wants to get a job working for NASA, I can't really tell them exactly how to do that because I don't have that job or past experience myself. However, if I know one of the trainees in my lab is interested in that career trajectory, what I can do is reach out to my network and find someone who works at NASA and invite them to come talk to my trainees in a virtual lab meeting. Similarly, I don't personally know what it is like to go through an MD/PhD program, because I did not do that myself, but I do have colleagues who have taken that path who can come talk to my students about their experiences. That's what I have been trying to do with our time working remotely. The virtual format has provided a great platform for this because we can really invite anyone from around the world, who might not normally be able to come visit us in El Paso due to travel expenses. We are going through a collective trauma as a society right now, and I think it’s important to find ways to get some virtual connection with each other while also allowing space to process the psychological and in some cases physical medical situations we find ourselves in during the pandemic. Focusing on career development, learning about career paths and engaging in virtual networking has allowed us to stay connected and hopeful about the future, while also giving all of us a little support and sense of community. I am hoping to build a community of experts that trainees in my lab can turn to when they have questions or need support.

6. What is something valuable that your mentees have taught you?

I learned early on in the mentoring process that the easiest way to have a successful relationship is to foster open and honest communication early and often. Trainees that I've worked with have shown me that when I clearly provide them with a transparent and clear idea about my expectations at the start of a project, and discuss those expectations frequently as things progress and evolve, that everyone ends up happier and more productive. A student cannot meet a mentor's expectations if they don't know what those expectations are, so I try to promote an open communication culture in the laboratory where no one needs to wonder if they are doing "enough" to be meeting expectations. As a result, it becomes a lot easier for students to exceed my expectations, and I've been extremely fortunate to have worked with several trainees who have done exactly that.

7. Mentoring plays an important role in fostering a community in STEM. What words of encouragement can you offer to your fellow researchers and mentors?

As we are still dealing with this pandemic, I think what I'd say to my colleagues is that if you feel like you weren't ever given the training or preparation to be a researcher during a time of extreme stress and a pandemic, you're not alone. I don't think any of us were trained for this, but we are all doing our best to get through it, and some days just trying our best is all we can do. The pandemic will end eventually! In the meantime, take time to prioritize your mental health, refocus your goals and stay positive about the future.

8. Any other thoughts on topics not covered in this form?

The most important thing one of my mentors taught me was not to talk myself out of applying for things (awards, scholarships, fellowships, grants, etc.). If you're a trainee and there is an opportunity or job or scholarship you want, apply for it—even if you don't think you are the best candidate—if you don't apply, you certainly won't get the opportunity. But if you do apply, you just might get it! I still follow that advice even though I'm not a trainee myself anymore.

LinkedIn profile: www.linkedin.com/in/kserafine