Mentoring

The Many Paths to Successful Mentoring

What is mentoring?

Defining mentoring:

"a mentor is someone who takes a special interest in helping another person develop into a successful professional" (Advisor, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering by National Academy of Sciences, National Academy of Engineering, Institute of Medicine).

"It is, perhaps, an overstatement to say that faculty mentors must be imbued with godlike qualities. However, it is not an exaggeration to state that the role of the mentor is among the most demanding tasks taken on by the faculty. Mentoring transforms the student into a colleague by recognizing that graduate education includes socialization to the values, norms, and practices of the discipline." (Mentor and Graduate Student: Strategies for Success - University of Louisville, Graduate School, Prepared by the Graduate Council, 1998-1999)

What paths are there?

Guiding students through the degree requirements, through thesis or dissertation research, and through professional development. (University of California - Davis, Graduate School)

Model professional responsibility
Demystify graduate school
Encourage the effective use of time
Oversee professional development
Assist with finding other mentors
Provide constructive and supportive feedback
Provide encouragement and support
Help foster networks
Look out for students' interests
Treat students with respect

(How to Mentor Graduate Students: A Guide for Faculty in a Diverse University, Rackham Graduate School, University of Michigan)

Which path will you choose?*

Mentor students research/creative endeavor
- Play devil's advocate so students have someone to discuss their research ideas with
- Suggest articles and directions for furthering their research
- Show them the practical applications of their research
- Provide options for them to pursue
- Teach them about IRB responsibilities: Purdue IRB Information
Mentor students teaching
- Meet regularly with students who are teaching so they can talk about their teaching and any problems they might be having
- Have them do lectures etc. in your courses so they have the opportunity to "get their feet wet" before they have their own course (apprenticeship model)
- Introduce them to new pedagogical methods, uses of technology etc.
Mentor students professional development
- Socialize them into appropriate behavior (dress, networking skills, mannerisms etc.) for the field
- Help them attend conferences and begin building their own networks
- Help them discover the professional options available to them*

*All ideas courtesy of the faculty present at the Faculty Mentoring Workshop, 11/18/2005

Good Mentors*:
- Place students first
- Guide rather than tell
- Are accessible
- Are helpful
- Are a collegial friend
- Have high, reasonable and clear expectations
- Challenge mentees
- Have knowledge and strong scholarship skills
- Respect mentees
- Are ethical
- Are resourceful
- Motivate
- Are a good judge of character
- Are honest
- Are careful reviewers
- Are patient
- Have a tireless work ethic
- Help mentees build on their strengths
- Have high standards
- Listen effectively
- Are organized
- Share experiences/ideas

*Ideas courtesy of faculty present at the Faculty Mentoring Workshops: 3/18/2008, 4/3/2009, 3/31/2010, 11/4/2011, 10/16/2016

More mentoring information

Graduate School at University of Washington

Have ideas to add? Send them to me and I'll put them up.

Marcia D. Dixson

Office of Academic Affairs