Choosing Faculty Mentors &

Finding “Mentoring Communities” for Academic Success

Dr. Edgar R. Blevins

MATC Scholars ProgramOctober 3 – 6, 2012

University of Nebraska-Lincoln

OUTLINE

• Introduction

• Learning Objectives

• Learning Outcomes

• Session Presentation

• Conclusion

LEARNING OBJECTIVES

• What is mentoring?

• Benefits of mentoring

• Identifying and selecting a mentor

• Expectations of mentors and mentees

• Understanding the social environment

• Understand the components of a mentor community strategy

LEARNING OUTCOMES

• Understand how to select a mentor

• Gained an appreciation for faculty mentors and advisors

• Learn about mentor expectations

• Know his/her responsibilities as a mentee

• Develop a mentor community strategy

The word mentor has a unique history. The word is in fact the proper name of a person, Mentor.

The story of Mentor is found in Greek mythology’s epic poem Odyssey. The Odyssey is a poem about Odysseus, king of Ithaca, who led the Greek soldiers during the Trojan War.

The story goes that Odysseus roamed the countryside for 10 years after the war before reaching home. However, before Odysseus went off to war he hired Mentor and entrusted him with the education of his son, Telemachus. Mentor became Telemachus's teacher, counselor, and guide.

THE WORD MENTOR

MENTORING

Mentoring is an enabling, one-on-one relationship that foster individual growth and development. It is an integrated approach that brings together the functions of coaching, advocacy, nurturing, sponsoring, and tutoring.

What does “Faculty Mentor” mean to you?

MENTORING

Create a list of terms or phrases that define a faculty mentor.

Mentors have the ability to assist graduate students of color with adjustment to both the academic and nonacademic aspects of graduate education. There are several models of mentoring programs at many universities throughout the country.

The relationship involves an experienced individual (mentor) who influences the behavior, habits, performance and progress of a less experienced person (protégé).

MENTORING

• What is an advisor? • This person is typically assigned to you by the

department or graduate program. • Advisors duties and responsibilities includes:

• Helps students select courses• Direct Thesis or Dissertation

• Is this person also a mentor?• Relationships with mentors tend to be deeper and

more personal. Many students maintain contact with their mentors after graduate school and mentors often are a source of information and support as new graduates enter the world of work.

ADVISOR versus MENTOR

Individuals in effective mentoring relationships

• Experience fewer adjustment problems;

• Advance at a faster pace;

• Are more productive; and

• Are more responsible for the choices they make.

BENEFITS OF MENTORING

• Research literature shows that greater success results from strong mentoring relationships.

• Council of Graduate Schools survey of recent doctoral recipients report that the availability and quality of mentoring and advising played a major role in their ability to complete the degree. (2009)

MENTORING AND ACADEMIC/CAREER SUCCESS DATA

• Background

• Building the Relationship/Negotiating Agreement

• Department Chair

• Minority Faculty Member

• Research Area

• Planning for Mentoring

• Developing Protégé /Maintaining Momentum

• Ending the Formal Relationship

IDENTIFYING A MENTOR

Characteristics of a Good MentorThe 3P’s of Effective Mentoring

byHoward G. Adams and Associates, Inc.

Effective mentoring provides protégés an EDGE:• PROCESS – strategies (“how-to) for problem solving.

• PERMISSION – the okay to function; grants permission.

• PROTECTION – shields from outside attacks.

IDENTIFYING A MENTOR

Mentor’s Role• Provide information and/or resources

• Give Advice

• Detail Expectations

• Share experiences and knowledge

• Develop an academic plan and goals

EXPECTATIONS OF MENTORS AND MENTEES

Protégé’s Role• Must be proactive

• Express interest

• Demonstrate appreciation of mentor’s time and support

• Committed to learning

• Receptive to being directed and learn from experiences

EXPECTATIONS OF MENTORS AND MENTEES

Good mentorship consist of assessing, coaching, demonstrating, teaching, interacting, and counseling. This could lead to a protégé having a better understanding of the following: •Academic protocol

•Organizational norms

•Office politics

•Skills and competencies required

•Attributes and qualities to be successful

•Avenues for advancement

UNDERSTANDING THE SOCIAL ENVIRONMENT

Peer Mentoring

• What does this mean to you?

• Are there any benefits?

COMPONENT OF A MENTOR COMMUNITY STRATEGY

• Peer-mentoring program for new graduate students can supplement the mentoring provided by faculty

• Builds community within the graduate program.

• Peer mentors selected from more advanced graduate students should be trained at providing support to new students in their graduate program.

• Peer mentors are often able to decipher the unwritten rules of the institution or the dominant culture and can be more effective than faculty in sharing survival skills.

COMPONENT OF A MENTOR COMMUNITY STRATEGY

Peer Mentoring

http://www.unl.edu/mentoring/mentoring-concepts-dynamic-learning-community

CONCLUSION

CONCLUSION

http://www.grad.washington.edu/mentoring/

CONCLUSION

http://www.howardgadams.com/index.html

CONCLUSION

• http://www.minoritypostdoc.org/• Science Mentoring: Does Race Matter?

• http://www.cgsnet.org/• Lesson Four – Mentoring Systems

• http://www.grad.washington.edu/mentoring/• Includes Mentoring Resources

• http://www.howardgadams.com/index.html

REFERENCES

Slide design © 2009, Mid-America Transportation Center. All rights reserved.

Dr. Edgar R. BlevinsProfessor

Southern University A & M CollegeMechanical Engineering Department

355 Pinchback Engineering HallBaton Rouge, LA 70813Edgar_Blevins@subr.edu

CREDITS