Becoming a Faculty Mentor

All tenured, tenure-track, and research-track faculty at the college and professional schools can supervise WISP internships. Graduate students and postdoctoral fellows may assist faculty in mentoring students.

By submitting a project to the WISP Project Database, you indicate your willingness to serve as a faculty mentor to a WISP student for winter and spring terms. The database is open for project submissions from August through November each year. 

To access the system, log in using your Dartmouth NetID. If this is your first time adding a project to the database, email WISP to request access. Include your Net ID in the email. Check the criteria for eligibility to supervise undergraduates in research prior to requesting access. Email WISP if you have questions.

The WISP team reviews all project description and may request revisions.

• • Description: Give a general summary explaining the context and the scientific question being pursued. Some descriptions lay out a range of possible directions; others are more narrowly focused. Avoid overly technical descriptions that use jargon or acronyms without explanation, it can intimidate students.
  • Ongoing work: Many internships are "works in progress," part of a larger group research effort. While the internship culminates in a poster presentation, the project need not be fully contained in the two WISP terms. WISP interns do not need to be doing an independent project. 
  • Intern's skills & responsibilities: Identify some responsibilities the intern will assume, skills and knowledge they will develop, and necessary qualifications (or lack of) for the internship. While specific responsibilities may be redefined or evolve over time, this will help the student better understand what they will be doing and why.
  • Assistant mentor: If interns will be working on a day-to-day basis with an assistant mentor (e.g. graduate student or other research team member), note this in the project description.
  • Interviews: Mention whether you plan to limit interviews in any way (e.g. some faculty set a date by which potential interns must contact them).

Mentor: Chris Bailey-Kellogg

Title: Assistant Professor of Computer Science

Project Title: Planning and interpreting experiments for protein structure and function

Project Description: How do proteins carry messages into and within cells, how do they help chemical processes happen and how do they perform mechanical work? Many computational problems arise in trying to make sense of the experimental data produced in studying these questions. These computational problems can be made easier — and so can the experimental work — if some additional computation is done up-front to determine the most appropriate experiments for a given study. Our computational lab is working with biologists, chemists, and statisticians on integrated approaches in which algorithms "sandwich" experiments, both guiding and experimental choices and interpreting the resulting data. The focus of the WISP project will depend on the interests of the intern but could range from prediction and analysis of how proteins interact with each other, to development of software for determining how best to mix-and-match fragments of various proteins, to application of simulation techniques for studying how proteins structures flex over time. Since our lab works on computational issues, some background and an interest in computation are expected, although the intern's primary interests and plans could lie in any of the relevant areas.

Mentor: Dorothy Wallace

Title: Professor, Department of Mathematics

Project Title: Mathematics applications in biology or medicine

Project Description: My research interests are in number theory, especially analytic number theory. I am interested in working with a motivated student who is interested in exploring some of the applications of mathematics to current issues in biology and/or medicine. The intersection of mathematics and biology is a rapidly growing field of interdisciplinary research spanning ecology as well as human biology. The selected intern will have studied mathematics at least through calculus and be open to creative thinking and problem solving beyond this discipline. The direction of the intern's project will evolve from our initial conversations and the interests of the selected intern.

• A large number of students may contact you. You are not obliged to interview them all. Some faculty choose to limit the number of students they interview or use various techniques to manage large numbers of interview requests. Some tips you might consider: 
  • Conducting interviews virtually rather than in person.
  • Conduct group interviews.
  • Pre-screen applicants (e.g. ask for additional information by email, schedule preliminary meetings with others in your lab).
  • Interview only those students who contact you prior to a given date (if you plan to do this, be sure to note the date specifically in your online project description).
  • Consider having students meet with other members of your research team, particularly if they would be working closely with a graduate student or postdoctoral fellow, for example. 
• For students you choose not to interview, encourage them to broaden their search by exploring scientific disciplines that they might not have initially considered.
• During the interview, be sure the student understands the project and what she would be doing.
  • Summarize the basic concept of the project.
  • Describe some of the tasks the student might be doing.
  • Explain whether the student will be working independently, in collaboration with you, supervised by someone else in the lab, or working as part of a group.
  • Note specifically whether the student would need to be available during specific times (e.g. weekly lab meeting), would need to commit blocks of time (e.g. to complete an experimental process), or whether the time commitment is more flexible.
  • Make sure the student understands the time commitment involved with working on your project.
  • Ask the student about their academic interests and goals.
  • You may want to suggest that they contact past interns to hear what the experience was like from a peer.

During the first and second rounds of matching, you will be asked to fill out an online preference form ranking which students you would most like to work with. Some things to consider:

• • You may not be matched with your top-ranked student; matches are made on a number of factors.
  • PLEASE DO NOT PROMISE A STUDENT THAT THEY WILL BE MATCHED WITH YOU. Matches are made by the WISP administrative team.
  • Consider which student(s) might benefit most from the experience. Some students may impress you with their stellar science backgrounds, previous research experiences, and ability to clearly articulate their academic and career goals. Many students, however, have not had access to previous opportunities. These may be the ones who benefit the most from your internship and mentoring.
  • Was a student enthusiastic about your project and science general?
  • Will the student be a good fit with your research team?

• • WISP only funds students who are matched with faculty mentors through the WISP matching process. Students who find their own faculty research mentors outside of the WISP matching process are not eligible for funding from WISP (students may apply for the URAD program).
  • WISP can fund a limited number of students per year (typically 1-2 per faculty mentor).
  • Faculty who have funding available can support their own intern(s) so that more students can participate.
  • Students who arrange to work with a faculty mentor independent of the matching process are not eligible for WISP funding but may participate in the program if the faculty mentor has funds to pay their wages.
  • WISP funds only student wages. The faculty mentors are responsible for any costs associated with the research.