From Curiosity to Confidence

When physics undergrad Mia Burgener asked to join Professor Jennifer Hoffman’s lab, a mentorship—and an aspiring scientist—was born.

When University of Denver physics professor Jennifer Hoffman gave a colloquium talk on her binary star research, sophomore Mia Burgener sat in the audience, intrigued but unsure of what a second-year student could offer. After the talk, Burgener approached Hoffman anyway to ask if there might be room for an undergrad in her lab.

At the time, there wasn’t, but Burgener made an impression. “She was in one of my classes first quarter, and I was struck by what a responsible student she was,” Hoffman says. “And her reaching out very early to say she was interested in the research was a good indicator.”

A few months later, a spot opened up, and Burgener joined the research group—leading to a hands-on mentoring experience that underscores the importance of access to research opportunities and the value of learning by doing.

“I came in with basically no coding experience,” Burgener admits. “I was worried I wouldn’t be able to help with anything.” But a graduate student in the group gave her a crash course in Python, the programming language they use, and Hoffman offered guidance and reassurance. “She said, ‘It’s OK if you don’t know how to do it—it’s an opportunity to learn.’”

That openness is central to Hoffman’s mentoring philosophy. “We don’t know the answers going in,” she says. “That’s the point of science. You have to get comfortable with not knowing.”

In her lab, undergraduate and graduate students work together to analyze the behavior of 18 different binary star systems. Undergrads like Burgener each take the lead on one system while collaborating with the broader group, building both independence and camaraderie.

The result is a structure Hoffman describes as “multilevel mentoring.” If she’s unavailable, grad students step in—and sometimes the undergrads’ work ends up in their dissertations. “It’s a great system,” Burgener says. “They’re very approachable. And even if we don’t have anything to show at a meeting, we can just hang out, hear what others are doing, and keep in touch.”

For Burgener, the experience has redefined what scientific work looks and feels like. “I thought research was more hierarchical,” she says. “Like, your boss is in charge and you don’t want to mess up. But in this group, I feel like I’m on the same footing. I’m not just another cog in the wheel.”

Hoffman is intentional about creating that kind of space. “I think there’s a misconception that science is this lonely process—a genius in a lab having flashes of inspiration. But to me, science is collaborative. It’s sitting down with your team and asking, ‘What do we make of this data? What could it mean?’ I want my students to feel that.”

That spirit of discovery came alive for Burgener when she created her first graph. “The data was just rows of numbers at first, but when I plotted it on paper and saw the star at the center and lines representing the dust scattered around it, it hit me. I thought, ‘Oh my God. This is science.’ It was really powerful.”

Experiences like that are exactly why Hoffman encourages students to join research groups early—even if they’re unsure. “It’s important to give students the chance to see themselves as scientists,” she says. “To believe that they belong here.”

Now a junior, Burgener is thinking about graduate school. She credits DU—and the mentorship she found—with helping her get there. “I didn’t want to wait until grad school to do real science,” she says. “And here, I didn’t have to.”

Bridging Worlds

With guidance from Korbel professor Keith Gehring, grad student Raluca Alexandrescu turned a bold idea into a Fulbright-winning project and a life-changing experience.

When Raluca Alexandrescu first began her Fulbright application, she wasn’t sure she would qualify, let alone stand out in a field of top-tier candidates. A graduate student in information technology with a focus on AI strategy, she had a vision: to return to Romania, her home country, and study how small businesses in Bucharest could better adopt digital tools. But translating that vision into a competitive proposal would take more than hard work. It would take clarity and perseverance—and the right mentor.

Enter Keith Gehring, a teaching associate professor at DU’s Josef Korbel School of Global and Public Affairs. Gehring—who was recently awarded a Fulbright grant himself and will go to Serbia in March to teach data forecasting—had served on Fulbright review panels before. When he read Alexandrescu’s proposal, something struck him.

“It was immediately clear to me that Raluca had something to say, and there was a sincerity behind her project,” he says. “So, I wanted to help her articulate her vision in a way that would resonate for the reviewers.”

Gehring views serving as a reviewer as paramount to his role as an educator. “If we can’t be a bridge to what our students want to do next, that’s a missed opportunity,” he says.

Alexandrescu had already submitted her application when Gehring first met her as a panelist on her campus interview. Afterward, he offered to help her refine it, and the two began meeting one on one, with Gehring pushing her to sharpen her focus and define her audience.

“What really stood out for me,” Alexandrescu says, “was that Keith’s feedback was both critical and encouraging. Maybe for some people that’s not important, but for me, it meant everything. He was the first person since I’ve been back as a graduate student who genuinely cared and wanted me to succeed.”

Alexandrescu’s project proposal—to explore the digitalization gap facing small businesses in Romania—was deeply personal. Having spent much of her life in the U.S., she saw the Fulbright program as a way to reconnect and give back.

“I’ve been going back and forth to Romania more lately, but I haven’t been able to really stay,” she explains. “I feel like I’m part of both worlds, and this is a way to be a bridge—to open opportunities, build relationships, and maybe help Romanian businesses take advantage of AI and innovation.”

That sense of purpose didn’t go unnoticed. For Gehring, Alexandrescu’s sincerity was exactly what Fulbright aims to support.

“There’s an intangible we look for—sincerity of purpose,” he says. “In Raluca’s case, it wasn’t just about researching digitization. It was about being a bridge between her home country and the U.S., using her skills to expand opportunity. That kind of vision matters.”

Eventually, the news came that Alexandrescu had been awarded a Fulbright. She was abroad when she found out and remembers bursting into tears.

“I just started crying, and I felt so much joy in my heart,” she says. “It confirmed how much I really wanted this.”

Gehring, too, remembers the moment he got her message—while attending his own child’s high school graduation in DU’s Magness Arena.

“I was sitting there as all the students were walking across the stage, and I thought, ‘Wow, in front of me are all these kids with future potential, and here is Raluca, someone who is realizing her potential and whose future is unfolding right in this moment.’”

For both mentor and mentee, the experience reinforced the value of connection and persistence.

“Mentorship doesn’t have to be formal,” Gehring says. “Sometimes it starts with a hallway conversation or an office hours visit. And if I’m not the right fit, it’s my job to point a student to someone who is.”

Alexandrescu agrees. “Keep at it,” she advises other students looking for a mentor. “Keep knocking on doors and asking questions. It can take time to find the right person, but don’t get discouraged. Surround yourself with people who see your potential.”

Leading by Example

When transfer student Ben Merson arrived at DU, his 4D Peer Mentor Pearse Lashley helped him find his footing—and his future.

When DU asks new students what helped them most during their transition to campus life, one answer consistently rises to the top—not a class, not the view of the mountains or the food in the dining hall, but their 4D peer mentors.

Each year, about 170 students apply and 90 are chosen to guide first years through the ups and downs of those crucial first months. Trained to communicate effectively, connect students with resources, and offer support, 4D peer mentors lead orientation and check in regularly to help students navigate their first year.

To learn more about the benefits of peer mentorship, we talked to Pearse Lashley, a junior majoring in psychology as well as kinesiology and sports studies, who mentored transfer student Ben Merson, a sophomore studying premed and business management—who is now mentoring others himself.

What were your first impressions of each other?

Lashley: On the first day of orientation, students are typically pretty guarded, but Ben was so excited to be here and asked so many questions about what I was involved in. It’s cool to see him act on that and become a 4D peer mentor.

Merson: Those first few days definitely confirmed my decision to transfer, partly because of Pearse. Being able to connect with someone right off the bat who you feel you can trust and wants you to succeed is so important—and I definitely felt that from her.

What makes a good mentor or mentee?

Lashley: To me, it’s about leading by example. You don’t have to be loud or outgoing—just being supportive and empathetic goes a long way. A big part of it is simply listening and being a sounding board, especially during transitions when students might feel lost and just need someone to talk to.

Merson: I agree, and I also think being a good mentee takes some humility—you have to be willing to admit you don’t have it all figured out and be open to guidance.

What have you learned from this relationship?

Lashley: I’ve learned a lot about how I want others to feel—welcome, supported, and less overwhelmed during a big transition. I’ve also learned more about the University itself and the resources we have—and it’s helped me feel more connected to my peers, too.

Merson: Pearse was one of the first people I connected with on campus, and seeing how involved she was gave me the confidence to pursue leadership roles myself. I recently accepted an executive role in student government, and I don’t think I would’ve taken that step without seeing her example.

What makes peer mentorship successful?

Lashley: I think the best mentorships happen naturally. I didn’t set out to be a mentor; it just came from getting involved in things I cared about. When you’re genuinely invested in something, you naturally want to help others do the same.

Merson: I used to think mentorship had to be super structured, but it’s really about small moments that build over time. Find someone you admire and just start a conversation. Ask how they got where they are. That kind of curiosity can go a long way.

How is a peer mentor different from other mentors?

Lashley: It’s different because we’re in the same stage of life. With older mentors, there’s often a gap—they might have families or be in a totally different phase. But a peer mentor is navigating similar challenges at the same time, which is reassuring.

Merson: Yeah, I’ve had mentors who are professors and coaches that were great when it comes to academic support or big-picture advice, but peer mentorship is more grounded in the day-to-day—it’s someone walking through college life with you. Faculty have expertise, but peers have shared experience, which is different but just as valuable.

Opening Doors

With the help of mentor Jeff Nickless (MBA ’11), grad student John Schrader is laying the building blocks of a successful career in Denver’s tight-knit real estate industry.

When John Schrader decided to switch careers and pursue a graduate certificate at the Franklin L. Burns School of Real Estate and Construction Management, he knew he had a lot to learn. What he didn’t know was that some of his most valuable lessons would come from a mentor he hadn’t yet met.

“I saw an email about the mentorship program and jumped on it,” says Schrader. “These kinds of opportunities are a big reason I came to DU. I was looking for guidance—someone to talk to who could help me make sense of the career I was stepping into.”

That someone turned out to be Jeff Nickless (MBA ’11), vice president of land acquisition at Toll Brothers, a national homebuilding company. The Burns School’s alumni-student mentoring program paired the two, and from their first early morning coffee, they clicked.

“I’ve really enjoyed getting to know John,” says Nickless. “He’s a sponge. He listens, asks smart questions, and really wants to understand the industry. It’s refreshing—and it’s challenged me to think more deeply about how to support someone just starting out.”

Schrader, who works as a site superintendent for Stone Cloud Design Build, a Denver homebuilder, says their conversations helped him build both knowledge and confidence. “Jeff’s given me an inside look at what different roles are like in the industry, what the day-today looks like, and even helped me think through job opportunities,” he says. “It’s been invaluable.”

In Denver’s tight-knit real estate market, relationships matter. “This city may be growing fast, but it’s still a small world when it comes to real estate,” says Nickless. “Your network can make or break your career. So, for someone like John, mentorship is invaluable—I can help open doors for him and create opportunities that he otherwise wouldn’t be exposed to.”

For Nickless, who was mentored by family members and colleagues early in his own career, giving back felt like a natural next step. But the relationship has been mutually beneficial. “John’s focus and drive have inspired me,” he says. “Being a mentor has helped me think creatively about my own leadership. I wouldn’t trade the experience for anything.”

The two agree that mentorship isn’t just about experience—it’s about honesty, humility, and persistence.

“I don’t sugarcoat anything,” says Nickless. “I try to give John a real look at what the industry is like—good, bad, and everything in between.”

Schrader adds: “For me, it’s about listening, being curious, and respecting Jeff’s time. But it’s also about being persistent. The value of mentorship is there; you just have to show up for it.”

Though the formal program has ended, both say the relationship is far from over.

“I think this program has created a lifelong friendship for John and me,” says Nickless. “As he continues in his career, I want to keep being an ear for him and help him in any way I can.”

Schrader hopes to pay it forward someday by becoming a mentor himself. “My advice for future students is not to leave any doors unopened. The Burns School makes all these resources and opportunities available, and even if you’re not sure what you’re going to get out of it, it’s worth exploring.”