This document advertises a mentoring workshop for women in science at City College. It provides information about expectations for mentoring relationships, benefits of mentoring for both mentors and mentees, and advice for establishing effective mentoring partnerships. A case study examines a mentoring relationship from the perspective of the mentor and mentee to highlight potential issues around relationship boundaries, career guidance, and maintaining contact. The workshop materials aim to help mentors and mentees set clear expectations, communicate effectively, and make the most of their time together.

1. Mentoring
Workshop
CITY COLLEGE WOMEN IN SCIENCE
Tuesday, October 26th at 2:30pm
Marshak Science Building room 801
Beth Gerstner and Maria Strangas

2.  Meet once/month
 Keep conversations confidential
 Create a supportive environment
Expectations

3.  Women are underrepresented in leadership positions in
academia
 20% of full-time, full professors in sci and eng are women
Women in Science

4.  Mentoring helps students
 In Eby et. al 2007, an association was found between youth
and academic mentoring and both career and employment
outcomes.
 Other reviews link academic and workplace mentoring to
psychological outcomes such as:
 positive self-image
 emotional adjustment
 psychological well-being,
 more positive social relationships,
 higher performance (DuBois & Silverthorn, 2005).
Women in Science
Google images
Google images

5. Why Mentor?
 Achieve satisfaction
 Attract good students
 Stay on top of your field
 Develop your
professional network
 Extend your
contribution
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale
http://www.socsci.uci.edu/ambassadors/images/header/mentor.jpg

6.  Listen patiently
 Build a relationship
 Encourage self-sufficiency
 Protect your time together
 Help network
 Be constructive
 Share your own experiences
 Be conscious of cultural
differences
Advice for Mentors
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale
http://1.bp.blogspot.com/-Gwj5F-0r3RU/TrP2eMng23I/AAAAAAAAAs0/Ussi2bqKOww/s1600/doublexart1.jpg

7. What should your mentor do for you?
 Help with applications?
 Choose schools and classes?
 Provide relationship/family advice?
 Review your homework or papers?
 Build your network?
 Provide career guidance?
http://www.mentalhelp.net/images/root/Advice_Fot
olia_41399639_XS.jpg

8. Set clear expectations
 How often?
 Explicit goals
 Listening vs Action?
 Balance of professional/
personal topics
http://1.bp.blogspot.com/-YA-FOvME0Ms/Uv1CJR-
zHMI/AAAAAAAACQE/cZG3Sijfzsw/s1600/smart-goals1.jpg

9. Advice for Mentees
 Ask for help!
 Be an active participant
 Show your appreciation
 Look for multiple mentors
 Not working? Come talk to
us
http://www.mynewoldself.com/wp-content/uploads/2014/06/keep-calm-and-
ask-for-help-5.png

10. I felt a little nervous about my first meeting with my mentor, but
she was really nice and easy to talk to. Sometimes I think our
discussions could be more productive, though I do learn stuff
every time we talk. For example, she told me all about a
scientific meeting where she gave a talk last week. I know I
want to go to graduate school, but I’m not sure whether I want
to be a professor. Sometimes Pat gets talking about her family,
and I’m not sure how useful that is – right now I’m pretty sure
I’m not interested in having kids. It’s good to have someone on
campus to talk to, and I feel like I could ask questions and get
some advice if I need it.
- Maya (mentee)
Case Study: Mentee viewpoint
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale

11. I wish I had a professor to mentor me along the way! I faced so many
challenges, and ended up figuring a lot out on my own. Since we want to
encourage more women to be professors like me, I make sure I tell Maya
about what it’s like to be in academic science – going to conferences,
juggling research and teaching, balancing my family. I think if I tell her
stories that show the good side of having kids, as well as some of the
challenges, that she’ll understand that it’s entirely possible to have a
career and a family. I hope I am thinking about all the types of advice I
could have used when I was at her stage; there’s so much to discuss!
I’m going to be on sabbatical next semester, and I’m concerned that she
won’t have anyone to go to while I’m in London doing research.
- Pat (mentor)
Case Study: Mentor viewpoint
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale

12.  What does Maya need from this mentoring relationship?
 What kind of mentoring is Pat trying to provide for Maya?
 What suggestions do you have for Maya?
 What suggestions do you have for Pat?
 What does this anecdote suggest about establishing and
maintaining a productive mentoring relationship?
Case Study: Questions to Consider
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale

13.  Sexual Harassment/Sexual Assault Policies
 CCNY Counseling Center
 … other suggestions?
Resources

14.  Questions mentees should ask themselves
 Reflecting on Past Mentoring Experiences
 Mentoring Skills Inventory
Get to know your mentor/mentee
Modified from materials by Jenny Frederick, PhD; Center for Scientific Teaching at Yale