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MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
MATC Scholars Program: Dr. Edgar R. Blevins
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MATC Scholars Program: Dr. Edgar R. Blevins

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http://matc.unl.edu/education/scholars-program2012.php

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  • A peer-mentoring program for new doctoral students can supplement the mentoring provided by faculty and help build 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. This approach can be particularly helpful to women and students of color when matched to a successful student of the same race or gender. These student mentors might receive a modest supplement to their graduate assistantships to perform this service. Such a program provides not only academic but also social support to both peer mentors and new graduate students.
  • Transcript

    • 1. Choosing Faculty Mentors &Finding “Mentoring Communities” for Academic Success Dr. Edgar R. Blevins MATC Scholars Program October 3 – 6, 2012 University of Nebraska-Lincoln
    • 2. OUTLINE• Introduction• Learning Objectives• Learning Outcomes• Session Presentation• Conclusion
    • 3. 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
    • 4. 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
    • 5. THE WORD MENTORThe word mentor has a unique history. The word isin fact the proper name of a person, Mentor.The story of Mentor is found in Greek mythology’sepic poem Odyssey. The Odyssey is a poem aboutOdysseus, king of Ithaca, who led the Greek soldiersduring the Trojan War.The story goes that Odysseus roamed the countrysidefor 10 years after the war before reaching home.However, before Odysseus went off to war he hiredMentor and entrusted him with the education of hisson, Telemachus. Mentor became Telemachussteacher, counselor, and guide.
    • 6. MENTORINGMentoring is an enabling, one-on-one relationshipthat foster individual growth and development. It isan integrated approach that brings together thefunctions of coaching, advocacy, nurturing,sponsoring, and tutoring.
    • 7. MENTORING What does “Faculty Mentor” mean to you?Create a list of terms or phrases that define a facultymentor.
    • 8. MENTORINGMentors have the ability to assist graduatestudents of color with adjustment to both theacademic and nonacademic aspects of graduateeducation. There are several models of mentoringprograms at many universities throughout thecountry.The relationship involves an experienced individual(mentor) who influences the behavior, habits,performance and progress of a less experiencedperson (protégé).
    • 9. ADVISOR versus MENTOR• 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.
    • 10. BENEFITS OF MENTORING 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.
    • 11. MENTORING AND ACADEMIC/CAREER SUCCESS DATA• 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)
    • 12. IDENTIFYING A MENTOR• Background• Building the Relationship/Negotiating Agreement• Department Chair• Minority Faculty Member• Research Area• Planning for Mentoring• Developing Protégé /Maintaining Momentum• Ending the Formal Relationship
    • 13. IDENTIFYING A MENTOR Characteristics of a Good Mentor The 3P’s of Effective Mentoring by Howard 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.
    • 14. EXPECTATIONS OF MENTORS AND MENTEES Mentor’s Role• Provide information and/or resources• Give Advice• Detail Expectations• Share experiences and knowledge• Develop an academic plan and goals
    • 15. 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
    • 16. UNDERSTANDING THE SOCIAL ENVIRONMENTGood mentorship consist of assessing, coaching, demonstrating,teaching, interacting, and counseling. This could lead to aprotégé 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
    • 17. COMPONENT OF A MENTOR COMMUNITY STRATEGY Peer Mentoring• What does this mean to you?• Are there any benefits?
    • 18. COMPONENT OF A MENTOR COMMUNITY STRATEGY Peer Mentoring• 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.
    • 19. CONCLUSIONhttp://www.unl.edu/mentoring/mentoring-concepts-dynamic-learning-community
    • 20. CONCLUSION
    • 21. CONCLUSIONhttp://www.grad.washington.edu/mentoring/
    • 22. CONCLUSIONhttp://www.howardgadams.com/index.html
    • 23. REFERENCES• 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
    • 24. CREDITS Dr. Edgar R. Blevins Professor Southern University A & M CollegeMechanical Engineering Department 355 Pinchback Engineering Hall Baton Rouge, LA 70813 Edgar_Blevins@subr.edu Slide design © 2009, Mid-America Transportation Center. All rights reserved.

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