Mentorship
Merrill Epigenetics and Psychosocial Intervention (EPI) Lab
Graduate Trainee Mentorship Philosophy
Mentorship of graduate students in Dr. Merrill’s lab is fundamentally based on a combination of Vygotsky’s scaffolding theory and attachment theory. Dr. Merrill advocates for the establishment of a supportive and trust-based environment that enables trainees to confidently explore new concepts and enhance their research skills. Initially, she offers 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, allowing trainees to assume command and responsibility while providing support as necessary. This will create a foundation to develop the critical thinking, problem-solving, and research skills 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 and a secure base for scientific and intellectual exploration, cultivating an environment where trainees can develop into autonomous and innovative scholars, empowered to take risks and challenge limits by being assured of a strong support system.
Mutual Partnerships Lead to Lasting Relationships
See what Dr. Merrill’s mentees have to say!
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 first have a firm grasp of the basic concepts, and from there, they can expand their learning through critical reasoning. She believes that any classroom environment that supports the discussion of emotionally charged topics such as these 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 she 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, I have found that 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 is to allow people who excel at different types of tasks and learning an opportunity to shine, and to reduce the pressure that can be inherent in an academic environment.”
All of these techniques are in service of increasing 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 motivated students with a strong interest in:
Epigenetics/Genetics | Early Life Adversity | Research | Biostatistics and Data Analysis | 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!
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.
