Ten simple rules for early-career researchers supervising short-term student projects

Rebecca M Crossley and Philip K Maini

PLOS Computational Biology, 2025, vol. 21, issue 11, 1-8

Abstract: Supervising a short-term research project at undergraduate or master’s level is a rewarding yet complex responsibility that extends far beyond subject expertise. It offers supervisors the opportunity to inspire the next generation of scientists, while providing students with a crucial platform to develop research skills, academic identity, and resilience. However, short-term research projects often come with challenges, including varying levels of student motivation, limited time frames, and the need for intensive skill development. Effective supervision can enhance student learning, foster independent thinking, and improve both the quality and impact of student work, while also contributing to a positive and inclusive research culture. In this article, we present ten simple rules to guide supervisors, particularly those with limited supervision experience, such as early-career researchers, in supporting undergraduate and master’s students through their research journeys. These rules emphasise balancing project requirements with student interests, managing scope, fostering community integration, promoting open science practices, and providing structured yet flexible guidance. By adopting these practical strategies, supervisors can create a more productive, supportive, and enriching research experience for both students and themselves.Author summary: Supervising undergraduate or master’s research projects is a vital aspect of academic life, offering opportunities for both student development and supervisor growth. For many early-career researchers, it marks the first chance to mentor a junior colleague. However, short-term student projects often present unique challenges: students may be balancing coursework, lack prior research experience, or feel uncertain about independent work. Effective supervision requires more than guiding the technical aspects of a project; it involves fostering critical thinking, resilience, and professional skills that students will carry forward into their careers. This article presents ten simple rules designed to help new supervisors navigate these challenges. The rules emphasise practical strategies such as aligning project goals with student interests, managing project scope, integrating students into research communities, introducing open science practices early, and supporting both the technical and emotional aspects of research. Drawing on educational research and mentoring experience, these guidelines aim to make supervision more effective, inclusive, and rewarding. By adopting these approaches, supervisors can learn skills to help guide students toward achieving their research goals, minimise common frustrations, and nurture the next generation of researchers.

Date: 2025
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Persistent link: https://EconPapers.repec.org/RePEc:plo:pcbi00:1013690

DOI: 10.1371/journal.pcbi.1013690

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