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MIT educators Michael McDonald and Kristala Prather exemplify a type of mentorship characterized not solely by technical knowledge, but by compassion. They remind us that the most enduring academic support encompasses not just the advancement of research, but also the uplifting of their students throughout the journey.
For McDonald’s pupils, his existence represents profound empathy and unwavering assistance. They portray him as wholly devoted to their welfare and achievement — a person whose impact transcends academics to touch the core of what it means to feel appreciated within a community. Prather is renowned for the manner in which she engages with her mentees beyond conventional advising, providing support and motivation that empowers them to navigate their futures confidently.
In unison, they cultivate environments where students are recognized as both individuals and scholars.
Professors McDonald and Prather are participants in the 2023–25 Committed to Caring group, acknowledged for their commitment to promoting growth, resilience, and a sense of belonging throughout MIT.
Michael McDonald: Compassionate, devoted, and deeply perceptive
Michael McDonald is an associate professor of physics at the MIT Kavli Institute for Astrophysics and Space Research. His research emphasizes the transformation of galaxies and clusters of galaxies, and the importance of environment in shaping this transformation.
As an exemplary model of a compassionate and attentive advisor, McDonald aids his students in building an atmosphere where they can surmount challenges and flourish with assurance. One student mentions that “if any of his research or class students are progressing slowly or facing obstacles, he addresses them with respect, compassion, and insight, allowing them to retain confidence and achieve success.”
McDonald also exceeds expectations in providing assistance and direction, never seeking gratitude, acknowledgment, or accolades. A student remarked, “he doesn’t need to be prompted to champion students facing personal or academic hurdles. He doesn’t require urging to enhance graduate student education and well-being at MIT. He doesn’t need prompting to advocate for students who may otherwise be overlooked.”
When asked to articulate his advising approach, McDonald articulated the principle “we’re humans first, scientists second.” He exemplifies this commitment, balancing his own needs while ensuring that his students experience joy and fulfillment. “If I’m not in a good place or am dissatisfied with my work/life equilibrium, then I won’t be an effective or empathetic advisor,” McDonald states.
Students readily recognize McDonald as a committed and profoundly perceptive educator and mentor. “Mike was consistently engaging, modest, and kind, both enhancing our passion for astrophysics and making us feel welcomed and supported,” one mentee praised.
In addition to weekly engagements, he conducts individual check-ins with his students each semester to monitor not just their accomplishments and advancements toward their personal aspirations, but also to assess his own mentoring practices and identify areas for enhancement.
McDonald “considers deeply and frequently about the long-term undertakings of his advisees, how they will integrate into the current research landscape, and aids them in building professional and personal support networks that will empower them to thrive.”
McDonald believes that projects should be enjoyable enough that they don’t feel like labor. Towards this goal, he invests substantial effort in developing and expanding a diverse array of research projects. When he welcomes a new student, he presents them with five to ten potential projects they might pursue, collaborating with them to discover the one that aligns best with their interests and capabilities.
“This requires considerable effort on my part — and many of these projects may never come to fruition — but I believe it leads to superior results and happier team members,” McDonald states. One of the most significant traits in a mentor and supervisor is their approach to obstacles and setbacks, both personal and those of others, which McDonald manages exceptionally well.
One nominator encapsulates McDonald’s essence, noting that “Michael McDonald truly embodies the ethos of Committed to Caring as an educator, advisor, counselor, and exemplar for the MIT community. He continually influences the lives of his students, mentees, and the broader physics realm, inspiring us to become the finest versions of ourselves while striving to be better mentors, fathers, and friends.”
Kristala Prather: Significant support and departmental influence
Kristala Prather holds the Arthur Dehon Little Professorship in Chemical Engineering and leads the Department of Chemical Engineering. Her research pertains to the creation and organization of innovative pathways for biological synthesis, enhancement of enzyme efficiency and regulation of metabolic flow, as well as bioprocess engineering and design.
Prather has demonstrated herself to be a committed mentor and role model for her students, especially those from underrepresented groups. One nominator notes that as an immigrant woman of color without prior exposure to academia prior to arriving at MIT, Prather’s mentorship has been immensely significant for her. Prather has directed the nominator to resources she was previously unaware of, and aided her in navigating U.S. and academic norms that she was unfamiliar with.
“As an international student traversing two new cultures (both that of the U.S. and academia), it is easy to feel inadequate, bewildered, frustrated, or unworthy,” said the student. Prather’s level of mentorship is rare and vitally important for the success of all students, particularly those from marginalized backgrounds.
Prather actively listens to her students’ issues and assists them in pinpointing their academic areas for improvement concerning their desired career trajectories. She consistently cultivates a welcoming space for genuine dialogues where mentees feel supported both in their professional and personal lives. Through her profound care, advisees experience a feeling of belonging and value within academia.
“I treat everyone equitably, which is not synonymous with treating everyone identically,” Prather states. This reflects her understanding that each individual arrives as a distinctive person; diverse people require various advising strategies. The aim is to ensure everyone arrives at the same destination, regardless of their starting point.
In addition to the invaluable support Prather extends to her students, she has also committed additional time to mentorship. One nominator shared that Prather is known to engage with individual students within the department to inquire about their progress and guide them through academia. She collaborates closely with the Office of Graduate Education to connect students from disadvantaged backgrounds to resources that will assist them in succeeding. Within the department, she is known to be a reliable and compassionate mentor.
Given that much of Prather’s mentoring extends beyond her official responsibilities, this work can be easily overlooked. It is evident that she has intentionally allocated extra time to assist students, augmenting her numerous obligations and official roles both within and outside of the department. Through their nominations, students called for the recognition of Prather’s mentorship, emphasizing that it “has substantially enriched many within the department.”
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