A Handbook for Graduate Student Mentors


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A Handbook for Graduate Student Mentors

  1. 1.        
  2. 2.  Paulo Freire on Mentoring:“The fundamental task of the mentor is a liberatory task. It is not to encourage thementor’s goals and aspirations and dreams to be reproduced in the mentees, thestudents, but to give rise to the possibility that the students become the owners oftheir own history. This is how I understand the need that teachers have to transcendtheir merely instructive task and to assume the ethical posture of a mentor who trulybelieves in the total autonomy, freedom, and development of those he or shementors.” From Mentoring the Mentor ii
  3. 3. Table  of  Contents  A  Word  from  Dean  Childers .............................................................................................. 1  Introduction  and  Acknowledgements ............................................................................... 2  What  is  a  Peer  Mentor? .................................................................................................... 3  Why  Be  a  Mentor? ............................................................................................................ 4  Common  Misconceptions  about  Mentoring ...................................................................... 5  What  Does  a  Mentor  Do?.................................................................................................. 6   Avoid  these  pitfalls: ................................................................................................................ 11  How  Do  I  Begin  Mentoring? ............................................................................................ 12   Establishing  Your  Mentoring  Relationship. .............................................................................. 13  Frequently  Asked  Questions  from  Peer  Mentors............................................................. 14  Mentorship  Issues  Within  A  Diverse  Community............................................................. 16   Common  Themes  Across  Groups ................................................................................ 17   Themes  Particular  to  Specific  Groups.......................................................................... 21   Women  Graduate  Students ..........................................................................................21   Lesbian,  Gay,  Bisexual,  Transgendered,  Queer  (LGBTQ)  Graduate  Students................23   Underrepresented  Minority  Graduate  Students...........................................................25   International  Graduate  Students ..................................................................................28   Graduate  Students  with  Family  Responsibilities ...........................................................30   Graduate  Students  from  Working-­‐Class  Backgrounds ..................................................32   Returning  Graduate  Students .......................................................................................38  Wrapping  It  Up ............................................................................................................... 40  Graduate  Division  Contacts............................................................................................. 41  Academic  Integrity  Guidelines......................................................................................... 44  Web  Resources  for  Peer  Mentors.................................................................................... 46  Works  Cited  and  Consulted ............................................................................................. 47  
  4. 4. A  Word  from  Dean  Childers  Dear Graduate Student Peer Mentors,Congratulations on being selected to UC Riverside’s Graduate Peer Mentor Program. I amexcited to welcome you to the launch of a project I see as essential to the success of graduatestudents across the curriculum.Mentors have always played a crucial role in the accomplishments of graduate students, andhere at UCR, faculty have embraced that responsibility. This year, we are fortunate to havethe resources to create mentoring teams that include both faculty and graduate students. Indoing so, I believe we have begun to create a kind of mentoring relationship that will helpour diverse population achieve great successes.Mentoring styles are many and varied, and I know that most of you likely have had someexperience either with being mentored or wishing you had been, knowing now in retrospectwhat you needed most. The purpose of this guide is not tointerfere with your understanding of the mentoring process, butrather to provide support for the skills you have, remind you ofdetails and situations you may have forgotten, and provideresources specific to UCR so that you might utilize them in yourmentoring. We also hope that this will be a helpful tool for thosewho are new to mentoring in an environment as diverse as that ofUCR.In this first year of our mentoring program, I urge you to trackcarefully your processes, progress, and successes so that we canreproduce your efforts in the future. All of your feedback isimportant both to me and to those others whose work hascontributed to this beginning, a beginning I hope together we canturn into an ongoing championing of the graduate community.I appreciate the time you commit to reading this guide, your commitment to your education,and your dedication to the rewarding work of mentoring your fellow graduate students.Joe ChildersGraduate DeanUCR 1
  5. 5. Introduction  and  Acknowledgements    In putting together this UCR mentoring handbook, we consulted resources and materialsfrom multiple peer institutions. We adapted many aspects of mentoring handbooks developedby the Rackham School of Graduate Studies, University of Nebraska, Lincoln, WashingtonUniversity, and others. Their themes resonated well with our own campus experience, and wethank them for generously sharing their work. UCR’s graduate students, faculty, and staffwere likewise instrumental in adding to our handbook their insights and experience. Finally,thanks to the UCR community who put together so many great programs upon which we leanin making our mentoring program successful.Like most program rollouts, ours is experimental and subject to change. We hope to gainfrom this initial foray into mentoring the kind of information most readily available from theground zero perspective. This handbook will change and grow as our program develops andour goals and outcomes become clearer. It will improve as both mentors and mentees provideus with accounts of triumphs and failures, of challenges and solutions, of ideas andinnovations.     2
  6. 6.  What  is  a  Peer  Mentor?A mentor is a knowledgeable and experiencedguide, a trusted ally and advocate, and a caringrole model. An effective mentor is respectful,reliable, patient, trustworthy, and a very goodlistener and communicator. Peer mentors aregraduate students, just like the mentees. Theyare there to help in the way one friend helpsanother. Because peer mentors are most like the mentees, they are often their strongest allies,the people with whom the mentees feel they can share their deepest concerns without fear ofconsequences. Peer Mentors • take an interest in developing another person’s career and well-being. • have an interpersonal relationship with those whom they mentor. • advance a person’s academic and professional goals in directions most desired by the individual. • tailor mentoring styles and content to individuals, including adjustments due to differences in culture, ethnicity, gender, socio-economic opportunity, physical ability or any other. • share stories with students about their own educational careers and the ways they overcame obstacles. • help students manage interaction with professors both in class and during office hours. • show students how they learned time management. • listen to students describe personal problems and explore resources at the university to deal with problems. • help new students understand how to use resources at the university. 3
  7. 7. Why  Be  a  Mentor?     Mentoring benefits new students! • Students are less likely to feel ambushed by potential bumps in the road, having been alerted to them and provided resources for dealing with stressful or difficult periods in their graduate careers.• The knowledge that someone is committed to their progress, someone who can give them solid advice and be their advocate, can help to lower stress and build confidence.And it rewards mentors in an abundance of ways:• Your mentees will engage you in their research interests, which will keep you abreast of new knowledge and techniques and apprise you of promising avenues.• Your networks are enriched. Helping students make the professional and personal connections they need to succeed will greatly extend your own circle of colleagues.• It’s personally satisfying. Seeing your mentees succeed can be very rewarding. 4
  8. 8. Common  Misconceptions  about  Mentoring    Misconception: In a university, you need to be an older person with gray hair (or no hair) to be a good mentor.  Reality: In a university, mentors can be young or old. Some of the most outstanding mentors of students are fellow students.  Misconception: By calling yourself a “Mentor,” you become a mentor.  Reality: Mentors are those who have developed consciousness about mentoring and in their interactions with students demonstrate respect, patience, trustworthiness, and strong communication skills, especially listening skills.  Misconception: Mentoring programs at universities only are for high-achieving students.  Reality: All college students need mentors, particularly those students who don’t have academic role models or mentors in their families or communities. Mentoring provides students with necessary support services to help them succeed academically and serve their communities. Thus, central to the mission of the UCR Graduate Mentoring Program is the practice of mentoring to ensure that the university meets this responsibility for all of its students.  Misconception: Only the person being mentored benefits from mentoring.  Reality: By definition, mentoring is a reciprocal relationship where both the mentor and mentor learn from each other. True mentors are those who have developed the wisdom to learn from those they mentor. 5
  9. 9. What  Does  a  Mentor  Do?                                                                    The mentor’s duties begin with the first meeting and extend through the first year of thementee’s graduate program. These duties extend well beyond helping students learn what isentailed in the research and writing components of graduate school. First and foremost,mentors socialize students into the culture of the discipline, clarifying and reinforcing—bothby example and verbally—what is expected of a professional scholar. Here are some of thebasic responsibilities mentors have to those graduate students who seek their guidance. • Make a Commitment: Students who wish to become peer mentors are asked to commit to mentoring one or more students for at least one year. • Initiate contact with the mentee: Establish a positive, personal relationship with your mentee(s) in a timely and friendly fashion. Avoid acting as if you were nothing more than a professional service provider (“I’m here to do a job. I’m an advisor/counselor; I’m not here to be your friend!”) Make a proactive effort to act as a guide, a coach, and an ally and advocate. • Be Available: Peer mentors are encouraged to be available in multiple ways, including offering students your email address, office location and phone number, and home or cell phone number. The boundaries for home phone calls can be set by each individual peer mentor. Basically, peer mentors will be asked to be accessible during reasonable hours for most business. 6
  10. 10. • Be a Good Listener: Listen, Listen, Listen. Ask about your mentee(s) questions or problems and really listen to the answers. Let them vent their fears, frustrations, and other important feelings, maintaining eye contact and showing that you’re interested in what they have to say. Resist the urge to give advice too soon. Stay Present. Sometimes people feign listening, but they’re really just waiting for the other person to stop talking so they can say whatever they’ve been mentally rehearsing while they’ve been pretending to listen. People can usually sense this, and it doesn’t feel good. Reframe What You Hear. Summarize and repeat back your understanding of what your mentees say so they know you heard them. Focus on both the facts of the situation and the emotions they might be feeling. For example, if your mentee is talking about family problems, you might say, “It sounds like the situation is pretty hostile. You seem like you feel hurt.” If it Seems Appropriate, Ask About Feelings. Ask them to expand on what they’re feeling. Asking about their feelings often provides a good emotional release and might be more helpful than just focusing on the facts of their situation. Keep The Focus On Them. Rather than delving into a related story of your own, keep the focus on them until they are done talking. You can refer to something that happened to you if you bring the focus back to them quickly. They will appreciate the focused attention, and this will help them feel genuinely cared for and understood. Help Brainstorm. Rather than giving advice in the beginning, which cuts off further exploration of feelings and other communication, wait until they have finished telling you both the facts and their feelings; then help them brainstorm solutions. If you help them come up with ideas and look at the pros and cons of each, they’re likely to come up with a solution they feel good about. 7
  11. 11. • Maintain Confidentiality: Students will be encouraged to come to peer mentors for any issue they would like to discuss, and these conversations should remain confidential. However, there might be occasions when a problem arises that the peer mentor is not equipped to deal with. These cases include psychological crises, major problems in the degree process (such as severe difficulties with an advisor), situations requiring the aid of a trained counselor, or any other case in which the peer mentor feels is beyond his or her expertise. In such cases, the peer mentor should consult with the student about his or her options, including the consultation of an outside source for additional advice. This may require that mentees give permission for a peer mentor to share information pertinent in solving a problem.• Meet at scheduled times: Being serious about the need to meet and arriving promptly, for those meetings signals your commitment to the peer mentor program. Likewise, it models behavior appropriate to both graduate school and the larger professional arena• Maintain a positive attitude: Listen attentively to your mentee(s) issues concerning both graduate school and life, but focus on the solutions rather than the problems. The challenge as a peer mentor is to help graduate students develop the tools to overcome obstacles. Stay optimistic and constructive: encourage your mentee(s) to solve problems and move on to the next steps in achieving a graduate degree• Model professional responsibility. It is crucial that the mentor consciously act with integrity in every aspect of his or her work as teacher, researcher and author. Students must see that their mentors recognize and avoid conflicts of interest, collect and use data responsibly, fairly award authorship credit, cite source materials appropriately, use research funds ethically, and treat animal or human research subjects properly. This list is not meant to be exhaustive: never compromising the standards that bestow validity on the discipline is not a suggested guideline but essential to the profession. 8
  12. 12. • Demystify graduate school. Many aspects of graduate education are unwritten or vague, and the ability of new students to understand them is hampered by the fact that they frequently do not know what questions to ask or what certain terminology means. You can help by adjusting your conversations accordingly and clarifying your program’s expectations for lab work, coursework, comprehensive exams, research topics, and teaching. For each stage of the student’s program, discuss the prevailing norms and criteria used to define quality performance.• Encourage the effective use of time. Work with the student on developing schedules and meeting benchmarks. Share techniques and practices that have been useful for others but don’t insist there is only one way. Rather, help them blaze their own trail and devise a plan that keeps them on it. For many students, the shift from the highly structured nature of undergraduate education to the self-direction that is expected in graduate school presents a significant challenge.• Promote skill development: Help your mentee(s) to expand and improve academic and career skills. Work together to learn how to accomplish specific goals (e.g., refining research skills or brainstorming for a project or assignment). When and where appropriate, emphasize educational or career management skills, such as decision- making, goal setting, dealing with conflict, values clarification, and skills for coping with stress and fear.• Enhance your mentees’ ability to interact comfortably and productively with people/groups from diverse racial, ethnic, cultural, and socioeconomic backgrounds. Contrary to popular belief, we are not “all the same.” It is important to acknowledge and understand, not ignore, our differences. We need to learn how to use our differences as resources for growth. Respecting our differences is necessary but not sufficient; we need to know how to negotiate our differences in ways that produce new understandings and insights. Everyone holds particular preconceptions and stereotypes about one’s own group and other groups. Take special care that you are not (intentionally or unintentionally) promoting your own views and values at the expense of your mentees’ viewpoints. Work at understanding and critically examining your own 9
  13. 13. perspectives on race, sex, ethnicity, culture, class, religion, sexual orientation, and gender identity. Your own willingness to interact with individuals and groups different from yourself will make a powerful statement about the value placed on diversity.• Assist with finding other mentors. One size doesn’t fit all, and one mentor can’t provide all the guidance and support that every student needs. Introduce students to faculty, emeriti, alumni, staff and other graduate students who have complementary interests. Effective mentoring is a community effort. 10
  14. 14. Avoid these pitfalls: • Dont give advice unless asked • Dont allow mentees to be dependent on you . • Dont complain about your own problems. • Dont do your mentees’ work for them • Dont take responsibility for your mentees’ program or duties. 11
  15. 15. How  Do  I  Begin  Mentoring?      You were likely mentored in some fashion, so you may find ita useful starting point to think about how you felt (or feel)about your own mentoring. Consider these questions:• What kind of mentoring did you have?• What did you like and dislike about the mentoring you received?• How well have your mentor(s) helped you progress through your graduate program?• How well have your mentor(s) prepared you for your academic career?• What did you not receive in the way of mentoring that would have been helpful to you?Thinking about these points can help you develop a vision of the kind of mentor you want tobe and the most effective ways you can mentor students inside and outside your discipline.You likely met, or will meet, your peer mentors and your graduate mentees at a socialgathering before the academic year begins. Follow up by contacting them by email or byphone. You will receive contact information for each one of them. Set up individual meetingsso you can get to know each other and establish your relationship.In a companion mentoring guide, GENERAL GUIDELINES FOR GRADUATE MENTEES,we suggest that mentees undertake a critical self-appraisal before they meet with eitherfaculty or peer mentors. Below is a modified version of this list for you to considerdiscussing at your first meeting. • Find out about your mentee’s previous educational experiences and why he or she decided to go to graduate school. What does the student hope to achieve in pursuing a graduate degree? • Discuss your research projects and how they complement or diverge from your mentee’s interests. 12
  16. 16. • Offer suggestions about courses the student might consider, labs that might be appropriate, and other training experiences she or he could seek.Establishing Your Mentoring Relationship.You and your mentee need to communicate clearly from the start about your respective rolesand responsibilities. Some people find it helpful to put such arrangements in writing, whilerecognizing that circumstances and needs can change. Here are a few areas you may want todiscuss. • Goals: Ask students to develop and share with you a work plan that includes short-term and long-term goals as well as the timeframe for reaching those goals. Make sure the student’s work plan both meets the program’s requirements and is feasible. • Meetings: Tell students how frequently you will be able to meet with them, and that it is their responsibility to arrange and take the lead in these meetings. Let them know your own schedule and limitations. • Thresholds: Be explicit about the kinds of issues you feel require a face-to-face meeting. Also let students know if they may contact you at home, and under what circumstances, and ask them their preferences as well.The hallmark of a successful mentoring relationship is a shared understanding ofexpectations and responsibilities. These create the framework for the relationship, and theyare largely established in the early meetings with a student. A relatively modest investment inthose meetings can yield great dividends. 13
  17. 17. Frequently  Asked  Questions  from  Peer  Mentors  1) How should I initiate contact with students, and how often? Send and e-mail or phone your mentees and ask when they would like to meet. At the firstmeeting you can discuss with them how often they would like to meet withyou. The first quarter, we would like you to meet at least once a week. Everythird or fourth week, you will meet with your Faculty Mentor at the same time.This may change as the program develops and your relationship with yourmentee is established.2) What type of advice should I be prepared to give to students? How long it usuallytakes students in your department to complete a degree, what steps are necessary to completea degree, things you have learned along the way towards completing your degree (perhapsthings you might have done differently), how to deal with advisors, or how to choose yourcommittee. You may also be asked about the more personal side of graduate school, like howto keep your sanity, doubts about staying in grad school, balancing relationships with work,or how to live on a graduate student budget.3) What do I do if the person Im mentoring says that they think that he or she wants toquit grad school? Ask why. If it is something you have been through before talk about yourexperience. Find out if it is actually the program, the field of study, or the profession that heor she dislikes. If not, find out if there are personal issues you might help with. In the lattercase, a referral to counseling services may be most appropriate.4) What should I do if I find that I may not be the best one to be the mentor for a givenstudent? If you feel like you cannot effectively mentor one of your students, contact KimPalmore, graduate peer mentor advisor (phone 951-827-6113 or emailkim.palmore@ucr.edu). Explain your concerns, including why you think you are not the bestmatch. (Remember to obey rules of confidentiality here, though.) Hopefully, you will be ableto generate some ideas on how to connect with your mentee or how to repair your mentoringrelationship. Together, you and the graduate peer mentoring program advisor can find asolution or a new mentor for your mentee. This change will not be abrupt, but rather a 14
  18. 18. gradual transfer to a new mentor, except in extreme situations. Ifmentor/student problems are more severe, contact Kim Palmoreimmediately for further advice.5) In brief, what type of time commitment will this involve?Including the mandatory training meetings three or four times aquarter, you should spend an average of five hours a weekperforming mentoring duties. Of course, this is an average, and youractual hours may vary from week to week. If you find yourself oftenexceeding this estimate, please talk to Kim Palmore to discuss yoursituation.6) What type of support network is available if I find that I am being asked questions Idont have ready answers for? Also, what should I do if a time-sensitive problem comesup that I find I just dont have the time to deal with at the moment?If you find yourself confronted with issues beyond your time demands or expertise, whetherpersonal or professional, please contact Linda Scott (gdivls@ucr.edu) in the graduatedivision offices. She can handle all university policy issues and issues related to degreeprogress, including time to degrees issues, advisor conflicts, etc. For issues of a morepersonal nature, such as depression, emotional difficulties, etc., Sarah Pemberton(sarah.pemberton@ucr.edu) in Counseling Services is a great source of expertise. Beforereferring a student to anyone, however, remember to follow the rules of confidentiality andobtain the student’s permission.7) For how long will I be assigned to mentor a particular person?You will most likely be assigned to your mentees for their first academic year at theuniversity. 15
  19. 19. Mentorship  Issues  Within  A  Diverse  Community  UCR is a diverse campus and supports that diversity in its many manifestations. A diversegraduate student population greatly enriches the scholarly, cultural, and social activities at theUniversity. The Graduate School is therefore committed to examining the issues that studentsfrom historically underrepresented or marginalized populations face, with the expectationthat ultimately this will be of assistance to all of our graduate students. The purpose of thissection is to present the experiences of a diverse array of graduate students.Many common issues surface in different populations of graduate students. Yet there are alsoissues unique to or of greater concern to one set of students than another. Moreover, not allstudents from a particular group share the concerns listed. Indeed, a great deal of variabilityexists within each group in regard to their perspectives and experiences. Therefore,comments such as “women can find it difficult to speak up in class,” refer only to thefrequently shared issues of that community.Many of the students you will be mentoring will recognize their experiences in the textbelow. We want them to take comfort in knowing they are not alone. We want you tounderstand that these feelings are widespread and the result of varying life experiences. Wehope the following material will provide you with insight into issues facing others who aredifferent from you.After  detailing  each  issue,  we  offer  a  list  of  actions  you  can  take  to  help  to  improve  the  graduate  experience  for  your  mentees.    In  the  mentee  handbook,  we  likewise  list  actions  that  students  can  take  to  improve  their  own  graduate  experience.  We  consider  all  of  these  to  be  just  the  start  of  possible  recommendations.  We  would  appreciate  hearing  from  you  about  other  ideas  so  that  we  can  share  these  with  the  graduate  community  as  well.     16
  20. 20. Common Themes Across GroupsThe Imposter SyndromeAt one time or another nearly every graduate student wonders about his or hercompetence: “Sure, I got into grad school, but it is just a matter of time before (insert bad news here: I am exposed, I get kicked out, they find their mistake, or I fail.) I am obviously not as smart as everyone else, and that will soon become obvious.” Often, even new faculty members suffer from the imposter syndrome, wondering if the first or the second published article was a fluke, if it is possible to repeat the kind of success they havehad. The impostor syndrome runs rampant in academia - and women and minority studentsare especially prone to it.The impostor syndrome is the feeling of being an intellectual fraud, and it is particularly rifeamong high achieving persons. It is characterized by the inability to accept one’s success:denying accomplishments, awards, and academic excellence as well as dismissing success assimply luck, good timing, or perseverance. Those who suffer from Imposter Syndromebelieve that they have only fooled people into accepting them into their university orprogram. They deem themselves less capable than others believe. This, of course, is not true.What it is, however, is damaging to a graduate student’s self-esteem, and therefore, to his orher productivity. The Imposter Syndrome perpetuates an unwillingness to contribute todiscussions or to take reasonable risks in research projects for fear of being found out.SUGGESTIONS• Realistic and accurate assessments of performance are essential to eliminating the impostersyndrome. It is difficult, however, to help sufferers because they often just believe that youare fooled too. Try documenting the successes of your mentee, including the specific actionsthat led to the success. Note the experience and qualities that the mentee brings to theUniversity. When your mentee seems particularly doubtful of his or her performance, recitethe details of the recent success. 17
  21. 21. • If appropriate, share your own feelings of inadequacy as an intellectual. Knowing that mostpeople question their abilities allows new sufferers to look past this emotional barrier.Need for Role ModelsStudents from historically underrepresented or marginalized groups have a harder timefinding faculty role models who might have had experiences similar to their own. As somestudents say, they want to find “someone who looks like me;”“someone who immediately understands my experiences andperspectives;” “someone whose very presence lets me know I, too,can make it in the academy.”SUGGESTIONS• If the faculty in your department are ostensibly homogenous, make a case for how diversitywill enhance your program. Help your department identify and recruit new faculty who represent diverse backgrounds. Questioning the Canons Students from underrepresented or marginalized groups, particularly those in the social sciences and humanities, sometimes find that their perspectives or experiences do not fit into the current academic canons. At the worst extreme, some students say that when they select research questions focusingon race, gender, class, or sexual orientation, professors deem their work irrelevant. Morecommonly, underrepresented students find that their experiences are missing from currenttheory and research. These students need safe environments where their thoughts can beshared and valued, as they explore, and possibly challenge, traditional inquiry. 18
  22. 22. SUGGESTIONS• Be open to hearing other people’s experiences, particularly those people from backgroundsdifferent from yours. Think about the ways that race, gender, class, sexual orientation,ethnicity, and other characteristics help to expand the types of questions that are asked andthe approaches used for answering them. Remember, the introduction of women andminorities’ perspectives have brought about the development of whole new disciplines, all ofwhich have greatly enriched the University environment.Fear of Being Categorized as a “Single-Issue” ScholarSome students are concerned that by selecting dissertation topics that focus on such issues asgender, race, or sexual orientation, others will see them as being only interested in thesetopics for the rest of their professional careers. SUGGESTIONS • Ask where a person’s research interests lie rather than making assumptions about them based on their personal characteristics or past work. Feelings of Isolation Students from historically underrepresented groups can feelparticularly isolated or alienated from other students in their departments, especially if thecomposition of a program is highly homogenous.SUGGESTIONS• Be aware of students who seem to be finding it difficult to take active roles in academic orsocial settings and find ways to include them. Ask them about their research interests,hobbies and activities outside of school. 19
  23. 23. Burden of Being a SpokespersonStudents from underrepresented groups often expend a lot of time and energy speaking upwhen issues such as race, class, gender, or sexual orientation arise or are being ignored.These students point out how most of their peers have an advantage in not carrying such aburden.SUGGESTIONS• Don’t assume your experiences are the norm. Question how race, class, gender, or othercharacteristics provide different perspectives from your own.• When you see students taking on spokesperson roles, tell them and others what you havegained from their contributions to discussions. These words of appreciation support thestudent and lend legitimacy to minority or marginalized viewpoints.Suffering from StereotypesFew of us go through life without suffering the experience of others’ assumptions. Whileeach identity group may face different issues and experiences, all students from that groupwill not share the same thoughts and perspectives. Social class, geographic origin, economicstatus, health, and a wealth of other factors also play an important role in shaping behaviorsand attitudes.SUGGESTIONS• Recognize each person’s unique strengths and scholarly promise. 20
  24. 24. Themes Particular to Specific GroupsWomen Graduate StudentsAssertivenessWhile traditionally females have been raised to be polite and soft-spoken, it is clear thatsuccessful graduate students need to assert themselves in classroom discussions. Manywomen say that they have difficulties in speaking up in class. Too often, they find that inorder to say something in class, they have to interrupt another student. Women often seeinterjecting themselves in this manner as being rude and disrespectful. Some fear that theirlack of participation in discussions will be wrongly interpreted as their not having anythoughts at all. On the other hand, other women tell us that when they assert themselves, theyare subjected to criticism in a way that men are not, even though it is the same behavior.CompetitivenessResearch has verified that many students, but especially women, can feel alienated by thecompetitive and critical atmosphere that pervades many graduate programs. Women arecertainly capable of being critical of others’ work when they think it is appropriate, but theythink some students are being overly critical in order to appear intellectually superior.Women, and other students, too often see that the system does not reward one for praising thecontributions of other scholars.SUGGESTIONS• Remember to note your mentee’s achievements.• Encourage your mentee to join into even the most enthusiastic classroom discussion.Remind her or him that people interrupt not only to disagree or silence a bad idea, but also to 21
  25. 25. support or advance exciting new thoughts or ideas.• Encourage your mentee to talk to the professor of a class in which she feels marginalized orignored.For more information on Women’s ResourcesWomens Resource CenterThe Womens Resource Center (WRC) at the University of California, Riverside offersprograms and services which provide awareness and proactive response on female and malestudents issues and concerns, connecting theory, research, experiential learning, co-curricular development, and practical application. The WRC promotes student retention,safety, equal opportunity, and knowledge and skill development. The Center enhancesquality of life through advocacy, educational programs, counseling, enrichment activities,support groups, and referrals.260 Costo Hall Department of Womens StudiesRiverside, California 92521 2033 CHASS Interdisciplinary Building(951) 827-3337 University of California, RiversideAdrienne Sims, Director Riverside, CA 92521(951) 827-3466 Phone: 951-827-6427drasims@ucr.edu Fax: 951-827-6386http://wrc.ucr.edu/ http://www.womensstudies.ucr.edu 22
  26. 26. Lesbian, Gay, Bisexual, Transgendered, Queer (LGBTQ) Graduate Students Homophobia LGBTQ students say that it is not uncommon to encounter homophobiain the classroom. Remarks can range from the blatantly offensive to the less obvious such as“that is so gay.”HeterosexismLGBTQ students often hear professors and students in classes or in social settings discuss agiven subject with the unconscious assumption that everyone is heterosexual. Even facultyand students who are aware of gender and racial issues may be unaware of their tendency tothink about the world from an exclusively heterosexual perspective. As a result, LGBTQstudents may find their experiences are not represented in research or in discussions.DisclosingBeing out as an LGBTQ student (or faculty) is not a one-timeevent, but instead is a decision the person experiences eachtime she or he enters a new situation. LGBTQ students face aburden of having to assess the personal, social and politicalramifications of disclosing their sexual orientation each timethey do so. Since heterosexual students do not have todisclose their sexuality, only LGBTQ students face thesephysically and emotionally draining experiences. 23
  27. 27. SUGGESTIONS• Enter every educational situation assuming there are LGBT students present who may notfeel safe in being out.• Be sensitive to whether anti-gay comments are being made, and discuss how they may be offensive to others. • Be aware that examples you and others in a class or discussion are using may be based on heterosexual experiences. For example, when talking about families, don’t speak as if every family is composed of a husband, wife, and children. Simply using a word like “spouse and partner” instead of just “husband,” or “wife” can go a longway in making LGBTQ students (and unmarried students) feel they are represented in thediscussion.For more information on GLBTQ ResourcesLesbian Gay Bisexual Transgender Resource CenterThe LGBT Resource Center provides support, education, and advocacy regarding sexualorientation and gender identity for the UC Riverside campus community.245 Costo HallUniversity of California, Riverside, CA 92521http://out.ucr.edu/ 24
  28. 28. Underrepresented Minority Graduate StudentsStudents of color speak passionately about many issues, most of which are covered in thesection entitled “Common Themes Across Groups.” Among these issues, the one most oftencited was their lack of role models. The few faculty of color at the university level reducestheir chances of finding someone in their fields who “looks like them.” Likewise, lownumbers of faculty of color convey the message that the academy remains an unwelcomingenvironment for many who are not white. Many underrepresented students, especiallyAfrican American and Latino students, sometimes feel other students and faculty assumethey are less qualified to be in graduate school. On the other hand, Asian American studentsare burdened by the “model minority” myth, which assumes they are exemplary studentsparticularly in math and science. Stereotyping in either direction has negative consequencesfor students of color.Sometimes underrepresented students are, or feel, overlooked for Graduate Student Instructorand Graduate Student Research Assistant appointments. As a result, these students havefewer opportunities to interact with faculty or to experience the formal and informalmentoring that occurs for student instructors or research assistants. They also miss theteaching and research experiences that strengthen their graduate work and their curriculavitae.SUGGESTIONS• Understand that different underrepresented groups face different issues and experiencesfrom your own. Yet do not assume that all students from one group will share the samethoughts and perspectives. Remember that economic and geographic origin play an importantrole in shaping people’s behaviors and attitudes.• You can help erase stereotypes by recognizing each student’s unique strengths andscholarly promise. 25
  29. 29. • Think about the ways you have been socialized and make efforts to increase your awarenessand knowledge about these issues.For more information on Underrepresented Minority StudentsOffice of Affirmative ActionThe Office of Faculty & Staff Affirmative Action at UCR provides comprehensive servicesto the campus addressing questions and concerns regarding equal employment opportunityand affirmative action in employment. The Office strives to eliminate inappropriate barriersin accordance with Federal and State laws, as well as University policies. Services providedto the campus include policy development and updating of the campus’ Affirmative ActionPlan, investigations of complaints, mediation of disputes, as well as advising the campus onlaws, rules, regulations, and issues affecting equal opportunity and affirmative action. Inaddition, the office monitors the recruitment and selection of faculty.Surge Building 339900 University AveRiverside, CA 92521951-827-5604AffirmativeAction@ucr.eduAfrican Student ProgramsBorn from the historic struggles against oppression in all forms, African Student Programswas created in 1972 to sustain a socially just and inclusive campus community. As people ofthe African Diaspora, we honor our multiple identities and cultures and advocate for theirinclusion in defining the values of the university.133 Costo HallRiverside, CA. 92521Phone: 951-827-4576Fax: 951-827-3995http://asp.ucr.edu/Asian Pacific Student ProgramsThe Asian Pacific Student Programs Office strives to promote a diverse learningenvironment, providing the UC Riverside community with opportunities to learn from andabout the Asian and Pacific Islander student population. We support students in their pursuitof academic excellence, and as they contribute to the growth of our campus. We strive tomaximize each students leadership potential, promoting their involvement in defining theirown issues and advocating for their own concerns. We promote an educational dialogue that 26
  30. 30. respects and embraces the unique histories and experiences of ethnic communities, andincorporates these values into the development of the cultural fabric of the institution.244 Costo HallUniversity of California, Riverside, CA 92521 95- 827-7272http://www.apsp.ucr.edu/Chicano Student ProgramsChicano Student Programs was founded on campus in 1972. It remains the only existingChicano student services department in the UC system. The “official” purpose of ChicanoStudent Programs was to “create a vehicle for professors to become active with the Chicanocommunity.” But Chicano faculty along with students and staff on campus were alreadyreaching out to the community so the need to solidify these efforts was addressed by creatingChicano Student Programs.Estella AcuñaDirectorE-mail: estella.acuna@ucr.eduPhone: 951- 827-3822http://csp.ucr.edu/Native American Student ProgramsThe Native American Student Programs office provides educational, cultural, and socialsupport for American Indian students. This office coordinates a variety of activities designedto expand education awareness for American Indian students as well as the campuscommunity. NASP encourages the development and enhancement of leadership andinterpersonal communication skills through active participation, which makes it possible toplan and implement innovative programs, that promotes and educates the campus communityabout the uniqueness of American Indians.Office Hours: M-F 8a.m. - 5p.m.Phone: 951-827-4143 951-827-4396Joshua Gonzales- joshuag@ucr.eduJohn Valdez- john.valdez@ucr.eduMailing Address:Native American Student ProgramsUniversity of California, Riverside229 Costo HallRiverside, CA 92521www.nasp.ucr.edu 27
  31. 31. International Graduate StudentsIssues of Culture and Language in the ClassroomChoosing to study in the United States means that international students now need to functionin a second language and adjust to a new set of cultural and educational norms (Trice 1999).For instance, many international students find American classes to be unnecessarilycompetitive. Students from East and Southeast Asia, who were trained in educational systemswhere the student’s role is to be passive, are shocked to see American students speaking upwithout being called upon and challenging the remarks of professors and peers. They fearthat if they do not exhibit these behaviors, the faculty will judge them to be less capableand/or less intelligent. Many international students also state they are unclear about academicrules and regulations. Lastly, some international students have expressed disappointmentwith the fact that their classes incorporate very little in the way of international perspectivesand that American faculty and students undervalue the experiences they bring into theclassroom.Social StressesWhile many graduate students experience the stress of having moved away from families and 28
  32. 32. friends, international students have an even greater sense of displacement. Internationalstudents who bring their partners and children with them have worries about how well theirfamilies are adjusting to American life overall and to Riverside in particular. In addition, asignificant number of international graduate students cite the following as concerns:loneliness, not knowing how to socialize with Americans, and being unable to find peoplepatient enough to speak with them (Trice 1999). A further complication is that uponreturning home, international graduate students find that because of their different dress, talkand behavior, they have become “foreigners” in their own countries.SUGGESTIONS• If you have ever traveled to another country, recall how you had to rely on assistance fromothers as you became acclimated to the language and customs. Offer international studentsthe same courtesies you found you needed.• Demonstrate your interest in international students by reaching out to them at academic andsocial occasions. Ask about their research, hobbies and interests.• When you have the opportunity to work with international students on group projects, takethe time to learn about their experiences and perspectives. If you are so inclined, offer tomeet with them so they can practice their English with you. Do not assume, however, that allinternational students have difficulties with English, since a number were trained in English-speaking institutions.For more information on Resources for International StudentsInternational Education CenterThe International Education Center offers support services to those interested inopportunities abroad, assists international students, and promotes intercultural programs. Wealso make arrangements for protocol and international guests, present foreign speakers, andhouse an international resources library of catalogs, books, maps, and videos on variousoptions for international study, work, volunteer and internships.Statistics Computer Building, Room 1669.Riverside, CA 92521Tel: (951) 827-1012Tel: (951) 827-4113http://internationalcenter.ucr.edu/ 29
  33. 33. Graduate Students with Family ResponsibilitiesWhile this section was written with students who have parenting responsibilities in mind, many of the same issues pertain to those who are responsible for the care of their parents or other dependents. Dual CommitmentsStudents with parenting responsibilities are committed to being successful graduate studentsand feel they can succeed by being highly organized and intensely focused during the blocksof time they carve out for their studies. Unfortunately, often feel that some professors andstudents perceive them as lacking in commitment to their fields because of other priorities intheir lives. This situation is exacerbated when an emergency makes it impossible for them toattend classes or meetings.IsolationBecause of family demands, students may not be able to attend some social, academic, andprofessional functions. As a result, they can feel isolated from others in their cohort and fromtheir departments as a whole.Time ConstraintsStudents with family responsibilities typically need to be home in the evenings to tend tothose in their care. Difficulties can emerge in a group project since commonly other studentsfind the evenings the best time to meet. In addition, it is often difficult for students withparenting responsibilities to come back to campus for evening lectures or departmentalmeetings.SUGGESTIONS• For group projects explore ways to use e-mail attachments to transmit documents and theInternet to facilitate group discussions. 30
  34. 34. • Plan a departmental social event where it would be appropriate for students, faculty, and staff to bring their children along. For these events, make sure you pick a time of day when families can attend. Be sure the invitation specifically states that children are welcome.• For those events that cannot accommodate children, continue to extend invitations tostudents with family responsibilities (unless they direct you to do otherwise). Do not take itupon yourself to stop inviting them just because they have declined events in the past.• If you have children, discuss them openly and freely with your mentees. Doing so willshow students that it is possible to have a family and a successful academic career.For more information about resources for students with dependent familiesCounseling CenterThe Counseling Center is dedicated to creating a positive, healthy atmosphere at UCR,working with students to provide an environment that promotes their academic, career,personal, and social development. The center’s clinical team provides counseling services tocurrently enrolled undergraduate and graduate students, in addition to consultation andprogramming services to the broader university community.We encourage you to use our services and view us as an integral part of your universitysupport system. We are committed to working with you in strengthening your personalawareness and helping you grow and develop in ways that allow you to take advantage of theeducational opportunities at UCR.Counselors are available by phone 24 hours, seven days a week, at (951) 827-5531. 31
  35. 35. Graduate Students from Working-Class BackgroundsEconomic ConcernsStudents from working-class backgrounds often do not have family members they can turn tofor monetary support through graduate school. In addition,some students have the responsibility of financially supportingparents, siblings, or other relatives.Access into Professional NetworksThese graduate students are aware they may not have or knowhow to develop professional networks as effectively as theirpeers who come from more advantaged backgrounds(especially those who grew up within academic families). Thisdisparity is most visible when they attend conferences or whenthey seek summer employment.Summer Professional OpportunitiesThese graduate students also see a progressive disparity in what they and their moreadvantaged peers can do during the summer. The latter, because of their families’ financialassistance and their enhanced access to professional networks, can more easily afford andsecure internships which provide them with further professional development. In contrast,students from working-class backgrounds may need to work in better paying jobs which arefar removed from their graduate studies. Thus, students from working-class backgrounds feelthey are falling behind in their graduate careers by not having more relevant job experiencesover the summer. In addition, they fear some professors may not understand their financialsituations and mistakenly assume they are less seriously involved in their academic workthan more advantaged students. 32
  36. 36. Difference in Background ExperiencesStudents from working-class backgrounds also say it is intimidating to hear about the pasttravels and experiences of some of their fellow students. Students, especially those in thearts, humanities and social sciences, can feel vulnerable knowing that some of their peershave traveled to, or even lived in, the foreign countries they are studying.Some research has found that working-class students have a sink-or-swim philosophy andmaintain an emotional toughness that prevents them from reaching out to mentors or facultywhen they are failing or need helpDisjunction with Identity, Family, and FriendsOnce assimilated into their disciplines, students can often find it is both more difficult to talkto their families and old friends about their work and for families and friends to understandtheir new endeavors. This communication gap can make students feel like they are no longerable to live within their old worlds, but they are not yet comfortable in their new worlds.Working class students generally want upward mobility and want to take on a middle-classidentity, but generally, they dont want to jettison all of their working-class identity, relations,or values. For example, working-class people often value independence—being able to dotasks alone; they value community—extended family and neighbors; they tend to valuefrugality and are by necessity recyclers and anti-consumerist; and they often value respect forelders and authority. This is neither to say that these qualities are always mainstay inworking-class families, nor is it to say they are absent in middle and upper class families, butrather to point to strengths apparent in the working-class that might be valued asmaintainable aspects of personal history. Acknowledging and supporting these strengths asviable tools with which to navigate the academy and beyond will go far to encourageworking-class students. Sharing these values with middle-class graduate students might helpthem understand both their working-class classmates and the values that they bring with themto the university. 33
  37. 37. SUGGESTIONS• Mentors should try to be sensitive to the continuum of assimilation and help their menteesnegotiate it in ways appropriate for each particular mentee. For example, a working-classstudent may enjoy activities directly associated with the working class, like country music orheavy metal; he or she may not immediately begin to attend recitals of the English horn.• Explain your role as a peer mentor to your mentees. Ask them if they need help, particularlyif they are not coming to ask your advice.• Give students opportunities to discuss their own identities, histories, and cultures.• Make an extra effort to introduce these students to the people you know who could behelpful to them. Assist them in expanding their networks.• Be aware that not all students have the same academic networks to draw on. Show themhow you developed and use your networks.• Be alert to funding opportunities, especially for the summer period. Be sure to pass thisinformation on to your mentees, especially those you feel most need it.The process of assimilation is long. It doesnt happen overnight, and there are no easyanswers. 34
  38. 38. Graduate Students with DisabilitiesObviously students with disabilities have different needs and concerns depending upon thetypes of disability they have. For example, a student who is visually impaired hasneeds different from a student who uses a wheelchair or a student with a learningdisability. Yet students’ needs also vary depending upon whether they havehad their disabilities since birth or whether their disabilities developed later intheir lives. In this section, we try to deal with issues confronting those students with physicaldisabilities, those with learning disabilities (such as attention deficit disorder and dyslexia)and those with psychological illnesses (such as depression and bipolar disorder).Reluctance to Ask for HelpStudents with disabilities often fear that they may appear to be too dependent—or becometoo dependent—if they ask for help. This is especially true for those who have experienced afairly recent onset of a disability and are unaccustomed to asking for help, as well as forthose who have disabilities that are invisible to others, such as individuals with learningdisabilities or chronic psychological illnesses.Effort Exerted Just to Keep UpFor those with physical and learning disabilities, meeting the basic requirements demandsmuch more time and energy than it does for students without disabilities. Some students findthey cannot participate in certain professional activities (such as submitting papers forconferences) as much as they would like because they need to devote all their time andenergy to meeting the deadlines of their programs. 35
  39. 39. Problems that Arise from Last Minute Changes Changes in reading assignments can be very difficult for students who are visually impaired. At the beginning of the semester, students who are blind or severely visually impaired have their readings converted into Braille. Any readings added on at a later date mean theyneed to make special emergency trips to have these new materials translated in a short periodof time. Changes in room locations are also a hardship for visually and physically challengedstudents.SUGGESTIONS• Don’t hesitate to ask students with physical disabilities if they need assistance, but don’tforce your help upon them. Offering to aid someone is much different from assuming he orshe is incapable of performing a task.• Assume that there are students with invisible disabilities (such as learning disabilities andpsychological disabilities) in your classroom and among your cohort.• Students with psychological disabilities may display their symptoms by isolatingthemselves or by behaving impulsively or inappropriately. Continue to provide support tothese students during their difficult times.For more information on resources for graduate students with disabilitiesStudent Special ServicesEvery student at UC Riverside deserves to have the opportunity to make the most of theiruniversity experience. That’s why we ensure that students with disabilities have equal accessto educational programs and can fully participate in all aspects of campus life. Ourdepartment is also a safe haven for Veterans and their families.Whether you’re affiliated with the Army, Navy, Air Force or Marines, you’re a UCRHighlander now and we want to help you obtain all of the educational benefits you’veproudly earned. 36
  40. 40. Our regular office hours are Monday through Friday, 8:00 a.m. to Noon and 1:00 p.m. to5:00 p.m. The office is open year-round except for University Holidays.125 Costo Hall.Riverside CA 92521http://specialservices.ucr.edu/ 37
  41. 41. Returning Graduate StudentsIt is common for returning students (students who are not beginning their graduate workshortly after completing their undergraduate degrees) to be more focused and aware of whatthey want out of graduate school than their younger colleagues. Perhaps one of their biggestassets is they are not intimidated by the prospects of engaging in discussions with faculty.Yet older students often face their own types of problems:Devaluation of Life ExperiencesMany older students return to school after spending a considerable number of years eitherrunning a business, serving in the military, working in industry or the public sector, or raisinga family. One of the most difficult issues these students face is sometimes finding that theirrelevant ‘real life’ knowledge is of little use or value in the classroom. This is particularlyfrustrating when their vast array of experiences contradict the research and theory they arestudying.Fear of Having “Rusty” SkillsOlder students who have been out of school for a number of years can fear competing withtheir younger counterparts. They may see the younger students as beingmore up-to-date on the current issues within their disciplines and ashaving more computer experience.Invisibility in the ClassroomOlder students commonly describe how bad they feel when a professor refers to somethingfrom several decades back and then says, “And of course none of you would remember that.”Although not intended in a harmful way, this remark makes older students feel as thoughtheir presence in the classroom is not being acknowledged. 38
  42. 42. Isolation from Fellow StudentsBecause of the age differences between them and their peers, many older students feelsomewhat socially isolated. Although friendships can develop with their younger colleagues,older students are aware that some of their fellow students are the ages of their own children.Furthermore, many older students no longer want to be in the places where younger studentsgo to relax and socializeAwkwardness with FacultyNon-traditional age students can be close in age or even significantly older than theirprofessors. These students tell us that some faculty are much more comfortable with theyounger students than with them.SUGGESTIONS• Show your interest in older students by finding out what they did before they entered theirgraduate programs and how their life experiences might be relevant to the classroom setting.• Welcome and value the special contributions older students make in class discussions.• Reach out to older students. Be open to conversation outside of the classroom.For more information about resources for returning students 39
  43. 43. Wrapping  It  Up  Certainly, mentors won’t encounter all of the problems presented in the pages above, andcertainly not every person from the groups we have discussed feels the same way about all ofthese issues. We are all products of our environments; we are each unique, but we hope thatthose issues we have pointed to will help mentors understand as legitimate those feelings andpositions described here.While it may seem that we make accommodations for underrepresented and non-traditionalstudents, let us remember that the original scholar had his accommodations built into theacademic system as it developed. It was a program created to serve a certain select sector ofthe public. We condone neither lowering academic standards nor offering special favors;rather, now we work to expand the service area of the university to accommodate the vastarray of students who have opportunities that only a few once enjoyed.We have much to learn from our own faculty and students here at UCR. We want toencourage ongoing conversation about mentoring and diversity issues within the GraduateSchool, and we welcome your participation in that discussion. Feel free to contact KimPalmore, Director of Professional Development by phone at 951-683-6113 or by email atkim.palmore@ucr.edu with any comments and suggestions you have.Graduate school, and life as a whole, can at times be very stressful. Students and faculty needto be aware that there are various ways students can obtain professional assistance for issuesthat may arise. 40
  44. 44. Graduate Division Contacts  Office of the Dean100 University Office Building951-827-4302Joseph W. ChildersGraduate Deangraddean@ucr.eduKen BaerenklauAssociate Dean, Graduate Academic AffairsResponsibilities include petitions, employment, grievances, academic integrity andprofessional development. ken.baerenklau@ucr.eduLeah HaimoAssociate Dean, Recruitment and OutreachResponsibilities include graduate student recruitment and outreach, supervision ofUCLEADS and AGEP programs.leah.haimo@ucr.eduBette QuinnAssistant DeanChief staff officer, budget control (graduate student financial aid and departmental budget)bette.quinn@ucr.eduVirginia BustamanteGraduate Council CoordinatorManages administrative matters of the Graduate Council that include graduate programreviews, new graduate program proposals, graduate program changes, catalog copy andcourse proposalsvirginia.bustamante@ucr.eduYung PhungSenior Administrative AnalystGraduate Support Management Manages fellowship budgets and works with programs toprovide financial reporting and data analysis relating to fellowships and recruitingyung.phung@ucr.edu 41
  45. 45. Graduate Academic Affairs140 University Office Building951-827-3315The Academic Affairs section of the Graduate Division is the unit within the GraduateDean’s Office that handles all matters pertaining to the academic record, employment, andfellowships of graduate students. We work closely with the Graduate Advisers and GraduateProgram Assistants on problems that may arise in these areas with their graduate studentshelping them to interpret the rules and regulations of the Office of the President, AcademicSenate, and Graduate Council. The division also approves all student petition, dissertation,thesis, and qualifying exam committees for the Dean, approves all advancement paperworkand all theses and dissertations. Additionally, we provide the certificate of completion of alldegree requirements. If the student needs assistance in finding financial support this officeprovides help.Linda G. ScottDirectorOversees all matters relating to graduate academic affairs, employment and TADPgdivls@ucr.eduKim PalmoreDirector of Professional DevelopmentOversees the Graduate Mentoring ProgramKim.palmore@ucr.eduKaren SmithAdministrative AnalystOversees graduate student employment and fellowships; processes petitions for leaves,Withdrawals, half-time status and ESL issueskaren.smith@ucr.eduKara OswoodAdministrative AnalystResponsible for degree progression issues and petitions, including committee approval,advancement to candidacy, dissertation/thesis formatting, and graduationkara.oswood@ucr.edu 42
  46. 46. Academic Preparation and OutreachAcademic Preparation and Outreach is a vital component of the Graduate Division (and thecampus as a whole) and strives to diversify and increase our graduate student population byfacilitating the recruitment and retention of highly qualified students in UCRs 45 graduateprograms.Maria Franco-AguilarDirectorConducts graduate student outreach and recruitment activities. Coordinates diversityfellowship competitions, Mentoring Summer Research Internship Program, UC LEADS andAGEP. Assists in development of special projects and grant proposals pertinent to graduatestudent recruitment.maria.franco-aguilar@ucr.edu 43
  47. 47. Academic Integrity Guidelines(Taken from Academic Senate Policies: www.senate.ucr.edu)At the University of California, Riverside (UCR) honesty and integrity are fundamentalvalues that guide and inform us as individuals and as a community. The academic culturerequires that each student take responsibility for learning and for producing work that reflecttheir intellectual potential, curiosity, and capability. Students must represent themselvestruthfully, claim only work that is their own, acknowledge their use of others’ words,research results, and ideas, using the methods accepted by the appropriate academicdisciplines and engage honestly in all academic assignments. Misunderstanding of theappropriate academic conduct will not be accepted as an excuse for academic misconduct. Ifa student is in doubt about appropriate academic conduct in a particular situation, he or sheshould consult with the instructor in the course to avoid the serious charge of academicmisconduct.CHEATINGExamples include but are not limited to:· copying from another students examination, quiz, laboratory work, or homeworkassignment· possession or use of pre-prepared notes or other resources, during an examination· allowing others to conduct research or to prepare work for you· submitting for academic advancement an item of academic work that you have previouslysubmitted for academic advancement.PLAGIARISMIncludes the copying of language, structure, or ideas of another and attributing (explicitly orimplicitly) the work to one’s own efforts. Plagiarism means using anothers work withoutgiving credit. Examples include but are not limited to:· copying information from computer-based sources, i.e., the Internet· allowing another person to substantially alter or revise your work and submitting it entirelyas your own 44
  48. 48. UNAUTHORIZED COLLABORATIONExamples include but are not limited to:· working with other students to do work, review books, or develop a presentation or reportwithout permission or direction from the instructor to do so· making information available to a student who did not attend the class· submitting a group assignment, or allowing that assignment to be submitted, representingthe project is the work of all of the members of the group when less than all of the groupmembers assisted substantially in its preparationFACILITATING ACADEMIC DISHONESTYExamples include but are not limited to:· intentionally or knowingly helping or attempting to help another student to commit an act ofacademic misconduct· permitting your academic work to be represented as the work of another· signing in or substituting for another student in order to meet an academic requirement· providing specific information about a recently given test, examination, or assignment to astudent who thereby gains an unfair advantage in an academic evaluationINTERFERENCE OR SABOTAGEExamples include but are not limited to:· destroying, stealing, changing, or damaging another’s lab experiment, computer program,term paper, exam, or projectFABRICATIONExamples include but are not limited to:· falsifying the results of any academic work or fabricating any data or information· falsifying, altering, or misstating the contents of documents or other materials related toacademic mattersFAILURE TO COMPLY WITH RESEARCHREGULATIONS: Failure to comply with research regulations such as those applying tohumansubjects, laboratory animals, and standards of safety.As a student you should be familiar with the policies and guidelines 45
  49. 49. Web Resources for Peer MentorsUniversity of Wisconsin, Milwaukee Peer Mentoring Resourceshttp://www.uwm.edu/letsci/edison/pmlinks.htmlMentoring Peer Resourceshttp://www.mentors.ca/mentor.htmlSan Jose State University Peer Mentor Programhttp://www.sjsu.edu/muse/peermentor.htmMid Michigan Community College Peer Mentorshttp://www.midmich.cc.mi.us/Peer_Mentor/default.htmUniversity of Michigan Peer Mentorshttp://www.onsp.umich.edu/mentorship/peern.htmlUniversity of Tennessee, Memphis Peer Mentoringhttp://www.utmem.edu/transplant/peermentoring.htmlThe Mentoring Grouphttp://www.mentoringgroup.com/home.htmlFormal mentor programshttp://www.ed.gov/pubs/OR/ConsumerGuides/mentor.htmlMentoring categorieshttp://www.teachermentors.com/MCenter%20Site/MCategoryList.htmlMentoring resources and linkshttp://www.mentors.net/Links.htmlNational Mentoring Partnershiphttp://www.mentoring.org 46
  50. 50. Works Cited and Consulted“Graduate Student Peer Mentoring Handbook.” Graduate Student Senate. Washington University. Missouri. 2002.Hesli, V., Fink, E., Duffy, D. (2003, July). Mentoring in a positive graduate student experience: Survey results from the Midwest region, Part I. PS: Political Science and Politics, 36(3), 457“How to Mentor Graduate Students: A Guide for Faculty” Rackham Graduate School. University of Michigan. <http://www.rackham.umich.edu/ StudentInfo/Publications>.acKing, M. F. (2003). On the Right Track : A Manual for Research Mentors. Washington, DC: Council of Graduate Schools.Lee, A., Dennis, C., & Campbell, P. (2007). “Nature’s Guide for Mentors.” Nature, 447, 791- 797.“Mentoring Handbook for Students.” UNL Graduate Studies. www.unl.edu/gradstudies/ current/dev/mentoring/Mentors Peer Resources. Peer Resources-Learn About Mentoring. [On-line] http: www. mentors. ca/learnmentor.htmlMurrell, A. J., Crosby, F. J., & Ely, R. (Eds.). (1999). Mentoring Dilemmas: Developmental Relationships within Multicultural Organizations. Mahwah, NJ: Erlbaum.National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (1997).Nerad, M. (1992) Using time, money and human resources efficiently and effectively in the case of women graduate students. Paper prepared for the conference proceedings of Science and Engineering Programs: On Target for Women (March, 1992).Nerad, M. & Stewart, C.L. (1991) Assessing doctoral student experience: Gender and department culture. Paper presented at the 31st Annual Conference of the Association for Institutional Research San Francisco, CA, May 1991.Omatsu, Glenn. Coordinator c/o Educational Opportunity Program (EOP). Peer Mentoring Resource Booklet. California State University at Northridge. <http://www.csun.edu/eop/ htdocs/peermentoring.pdf>. 47
  51. 51. Paglis, L. L., Green, S. G. & Bauer, T. N. (2006, June). “Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes.” Research in Higher Education, 47(4), 451-476.Rose, G. L. (2005, February). “Group Differences in Graduate Students’ Concepts of the Ideal Mentor.” Research in Higher Education, 46(1), 53 -80.Scott, Elizabeth. “Build Friendships with Good Listening Skills.” Stress Management. <http://stress.about.com/od/relationships/ht/howtolisten.htm>.Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). “Mentoring Relationships in Graduate School.” Journal of Vocational Behavior, 59, 326-341.Trice, A.D. (1999). Graduate education at the University of Michigan: A foreign experience. Ann Arbor, MI: University of Michigan, Rackham School of Graduate Studies.UCRiverside. Home page. <www.ucr.edu>. 48