In addition to developing innovative research programs, life science research faculty at research-intensive institutions are tasked with providing career mentoring and scientific training to new generations of scientists, including postgraduate, graduate, and undergraduate students. In this essay, we argue for a redefinition of mentoring in laboratory research, to thoroughly distinguish three essential roles played by research faculty relative to their trainees: advisor, educator, and supervisor. In particular, we pay attention to the often unacknowledged and misunderstood role of a faculty member as a supervisor and discuss the impact of neglecting supervisory best practices on trainees, on the diversity of the academic pipeline, and on the research enterprise. We also provide actionable frameworks for research mentors who wish to use inclusive supervisory and pedagogical practices in their laboratory. Finally, we call for more research around the supervisory role of research faculty and its impact on trainees, particularly community college students, in order to help broaden the participation of underrepresented students in STEM fields.

中文翻译：

---

生命科学研究员的监督角色：多元化的学术劳动力的缺失环节？

除了制定创新的研究计划，研究密集型机构的生命科学研究员还负责为新一代科学家，包括研究生，研究生和本科生，提供职业指导和科学培训。在本文中，我们主张对实验室研究中的指导进行重新定义，以彻底地区分研究教师相对于受训者所扮演的三个基本角色：顾问，教育者和监督者。尤其是，我们要关注教师常作为监督员的角色，而这一点常常未被人们认识和误解，并讨论了忽略监督最佳实践对受训者，学术渠道的多样性和研究企业的影响。我们还为希望在实验室中使用包容性监督和教学实践的研究导师提供了可行的框架。最后，我们呼吁围绕研究教师的监督角色及其对受训者（尤其是社区大学生）的影响进行更多研究，以帮助扩大代表性不足的学生在STEM领域的参与。