Mentorship

Merrill Epigenetics and Psychosocial Interventions (EPI) Lab

Graduate Trainee Mentorship Philosophy

Mentorship of graduate students in Dr. Merrill’s lab is fundamentally based on a combination of scaffolding theory and attachment theory. Dr. Merrill advocates for the establishment of supportive and trust-based environments that enable trainees to confidently explore new concepts and enhance their research skills. Initially, she mentors via direct guidance and coaching, assisting trainees in navigating complex challenges while building confidence and fostering independence. This may involve breaking down complex tasks, providing guidance on expected timelines, offering direct instruction on aspects of research such as manuscript preparation and statistical approaches, or modeling problem-solving techniques.

As trainees progress and grow, Dr. Merrill gradually steps back. She allows graduate students to assume command and responsibility while providing support as necessary. This creates a foundation to develop the critical thinking, problem-solving, and research skills. Such skills are needed to navigate the complexities of graduate-level work with increasing independence. Her objective is to function as a safe haven throughout the academic journey. Dr. Merrill provides a secure base for scientific and intellectual exploration, cultivating an environment where trainees can develop into autonomous and innovative scholars. Scholars who are empowered to take risks and challenge limits by being assured of a strong support system.

Meet the Team

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Mutual Partnerships Lead to Lasting Relationships

See what Dr. Merrill’s mentees have to say!

Mentorship

“I am so beyond grateful to have had Sarah as a mentor during my Masters degree. Sarah’s mentorship style is so nurturing, encouraging, and very practical. She invested so much time into helping me shape my ideas, patiently answering my countless questions, and providing such constructive and detailed feedback on nearly every piece of work I put together. She helped me add structure to my Masters, helped me stick to my timelines, and helped me to better understand the unspoken rules and expectations in academia — while being refreshingly direct and communicative about her own expectations.

Sarah is also a person who stands up for what she believes in, and I have personally seen her go to bat for her mentees time and time again. Lastly, her passion for science is palpable and infectious, which I think is one of the many things that make her a great teacher and a great researcher. Any trainee would be lucky to have her as a supervisor.”

L. Separovic, MPH
School of Population and Public Health, UBC

Mentorship

“Dr. Merrill has been my mentor for the last four years. When I started graduate school during the pandemic, she consistently looked out for my educational and emotional well-being. We had many conversations early in my career, and she took the time to get to know me and what drove me scientifically. As I started to think about projects, she always asked open-ended questions that were geared to get me thinking deeply about the approach and implications of my work and were often driven by her own curiosity and passion for science and discovery, leading to incredibly enjoyable scientific discussions that continue to this day.

Dr. Merrill’s mentorship style has been one of sincere investment, and even though my subject matter is not directly aligned with her background, she is genuinely excited that I am excited. She has always stimulated independent thought and has been the best support every step of the way; from prepping for committee meetings to writing manuscripts. She has always been direct, honest, and positive. My graduate experience would not be the same or as successful without her kindness and guidance.”

K. Edwards, PhD Candidate
Biochemistry, UBC

Mentorship

“Dr. Merrill is the best mentor I’ve ever had, and also the best one I can imagine having. We have worked together for more than 5 years, as she was a postdoc, and I was a PhD student in our lab at UBC. Sarah is patient, caring, brilliant, and so so hardworking. She guided me through writing my first grant and my first paper. She gave thought-provoking feedback along with words of encouragement. She spent time with me to resolve conflicts with my supervisor and calmed my nerves before my big meetings; she was always there to support me throughout my PhD journey.

Every time I spoke to Sarah about my project, the conversation sparked new ideas, and these interactions genuinely reinvigorated my passion for science. She convinced me I have what it takes to do research, and always took the time out of her busy days to make sure I am on the right track. I cannot thank her enough. Sarah was not only my mentor and my best friend in the lab, she is also my role model as a scientist, and the kindest human being I’ve met. I am confident that all her students will have a wonderful training experience!”

M. Fu, PhD Candidate
Genome Sciences and Technology, UBC

Mentorship

“Working with Dr. Merrill changed my entire graduate student experience. It was an absolute privilege to have Dr. Merrill’s expertise and presence on my Master’s committee; she reignited a fire that I thought had burnt out.

Her passion and immense knowledge is a craft and is nothing short of inspiring. She is an incredible mentor with all the knowledge, skills, patience, and passion behind her. I cannot express this enough.”

K. Harris, Master of Science
Faculty of Health Sciences, Simon Fraser University

Dr. Merrill’s Teaching Philosophy

Dr. Merrill’s goal as a teacher is to elevate the art of questioning. In order to ask truly pertinent and reflective questions, a student must have a firm grasp of basic concepts. From there, they can expand their learning through critical reasoning. She believes that any classroom environment that supports the discussion of emotionally charged topics must prioritize the students’ comfort. A course that thrives on conversation and curiosity can only do so when the classroom climate allows students to feel that they can contribute their thoughts. There are three ways Dr. Merrill strives to make her students feel confident, connected, and comfortable in her class: respect, humor, and multiple types of evaluations.

“The most important, I believe, is to have respect for my students, especially their experiences and their questions. I establish respect early through being clear with my expectations and nurturing individuality. In addition to respect, humor is a valuable tool to help create a relaxed learning environment that promotes engagement. My personality lends itself to using humor, and it feels genuine to do so in my teaching. Finally, I use a variety of grading methods throughout the course – a method I appreciated as a student. This allows people who excel at different types of tasks and learning an opportunity to shine. It reduces the pressure that can be inherent in an academic environment.”

All of these techniques are in service of increasing graduate students’ engagement with and understanding of material in multifaceted and nuanced ways. Dr. Merrill believes that education and instruction are ingrained in the heart of academia, and endeavors to bring these principles to all of her students, both in and out of the classroom.

The EPI Lab is Recruiting!

We are seeking highly motivated student with a strong interest in epigenetics, genetics, early life adversity, research, biostatistics and data analysis, and/or psychosocial interventions!

Why Join Us?

You will have the opportunity to work alongside experts in epigenetics, psychology, and health while benefiting from consistent mentorship. You will contribute to research that can impact your community and beyond.

What You’ll Gain

You will be part of a collaborative, supportive team committed to science excellence. You will acquire hands-on experience and learn new skills that will prepare you for your future, and so much more!

Learn About Mentorship

Connect WITH THE EPI LAB

Commitment to Diversity, Equity, and Inclusion

In the realm of epigenetics research, I am acutely aware of the historical injustices and biases that have shaped the scientific landscape. As in all genetics work, there is a great need for more diverse populations from across the globe to be represented in the data. While there are many un-ignorable barriers, it is also integral to the future of this research that a wider swath of the human experience is represented in epigenetics research. With cultural humility as my compass, I attempt to navigate the nuanced landscape of epigenetics research with anti-racist thinking, while actively challenging neocolonial structures embedded within discussions of the contributions of genetic ancestry and race to epigenetic patterns – a unique challenge given their dual sensitivity to both genes and the environment.

I ardently believe in dismantling neocolonial structures that perpetuate inequalities and working towards a just, inclusive, and compassionate academic landscape. The intersections of my identities further inspire me to be an advocate for marginalized communities, reaffirming my commitment to diversity, equity, and inclusion (DEI). I am deeply excited about the potential to contribute to this academic community, to champion DEI, and to foster environments that empower individuals who have experienced displacement and marginalization.

I look forward to collaborating with like-minded colleagues to build a brighter, more equitable future through the power of words, adaptation, and re-adaptation.

Land Acknowledgement

Our lab acknowledges that the land we live, work, learn, and commune on is the original homelands of the Pennacook communities with the Pawtucket Village and Wamesit Village. We acknowledge the painful history of genocide and forced removal from this territory, and we honor and respect the many diverse Indigenous peoples still connected to this land on which we gather.