Mentoring Doctoral Students in the Chemical Sciences

Abstract The relevance of effective mentoring of doctoral students in the chemical sciences is now widely recognized. However, the scholarly literature on the topic is virtually non‐existent, and most approaches to faculty education on mentoring are based on “tips” and “guidelines. Following the analysis of current mentorship practices, we suggest a new approach based on evidence resulting from surveys of doctoral students, and on theory derived from studies in social and human sciences.