Brittany White-Mathieu

Brittany White-Mathieu is an associate professor in the Department of Chemistry at the University of New Hampshire. Below is our correspondence with Dr. White-Mathieu about her own research and her mentoring experiences with undergraduate students.  

What is your research focus? 

My research group designs new fluorescent molecules and imaging methods to study how cells communicate through signaling pathways. We are particularly interested in visualizing membranes that separate the compartments, or organelles, inside cells. Although these membranes are often thought of as simple barriers, they actually play many complex and important roles, including facilitating proper protein function and forming shapes that allow different parts of the cell to communicate. We believe that focusing on membranes as central regulators of cellular activity will reveal previously unknown factors involved in disease that could become targets for future treatments.

Did your undergraduate studies or an important mentor influence your research trajectory?

My undergraduate research experience played a defining role in shaping my career, and I would not be where I am today without it. I earned my bachelor¡¯s degree in chemistry from UNH in 2013 and was fortunate to work as an undergraduate researcher in Professor Richard Johnson¡¯s lab throughout my degree program, where I used organic chemistry to study new reaction pathways. Before this experience, I did not know that it was possible earn a research-based graduate degree or what such a degree involved. Through the relationships I built and the daily interactions I had with graduate students in the lab, I gained insight into that path and decided to pursue graduate school. My time in the lab as an undergraduate also gave me the confidence to dive right into research at the beginning of my graduate degree.

What is the purpose of a mentoring relationship? What should the student and you gain from it?

At this stage in my career, mentoring undergraduate researchers is a learning experience for both me and the student. I see my primary role as guiding students through their first research experience and helping them develop skills that will prepare them for the next step in their careers, whether that is graduate school or research in industry. At the same time, I am learning how to effectively motivate and engage students who come from different backgrounds and have different learning styles. One of the most rewarding parts of mentoring is seeing students grow in confidence, become more independent, and achieve their academic and research goals.

Please describe a memorable mentoring experience or mentee. 

One of my most memorable mentoring experiences took place when I was a graduate student at the University of Oregon. At the time, I was working on a project to make certain fluorescent molecules soluble so we could study their potential as biological imaging agents. An undergraduate researcher, Taryn Kawashima, worked with me on many aspects of the project. As I began focusing on preparing our results for publication, I asked Taryn to synthesize a completely new compound. She independently designed and optimized the synthetic procedures, and I¡¯ll never forget the day she came back to the lab after collecting data to confirm the structure of her final compound excited to tell me she had indeed prepared her target! Her result was essential for the publication of the work, which has since become my most highly cited research article.

Please describe any difficulties you have had in mentoring undergraduates.

One of the most challenging aspects of mentoring undergraduate students is maintaining expectations for research progress while supporting their academic and personal responsibilities. Undergraduate students often have limited time to devote to research, and that time can vary from week to week depending on exams, extracurricular activities, and other commitments. Many are also participating in research for the first time and may not yet understand the level of time and persistence that research requires. In addition, students may face personal circumstances that make it difficult for them to be fully present in the lab every day. As a mentor, it is important to communicate expectations clearly while also providing the flexibility and support students need to succeed both in and outside the lab. It is equally important to know when to connect students with appropriate campus resources when they need additional support.

What advice or tips would you give a faculty member new to undergraduate mentoring and/or for undergraduates seeking a mentor?

For undergraduate students seeking a research mentor, it is helpful to learn about the faculty member¡¯s research ahead of time and be prepared to explain why it interests you. As a faculty member, I understand that students are often just beginning their research journey, so a response does not need to be highly detailed. However, it is important to show that you are genuinely interested in the work being done in the lab and are motivated to pursue research while balancing a full course load. Faculty members often receive many requests from students interested in research opportunities and being as informed as you can from the beginning can help you stand out.