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2015 MATC Scholars Program: Edgar Blevins
This document discusses choosing faculty mentors and developing mentoring communities for academic success. It defines mentoring as an enabling relationship that fosters growth. The benefits of mentoring include fewer adjustment problems, faster advancement, greater productivity, and responsibility. The document provides tips for identifying good mentors, outlines expectations of mentors and mentees, and discusses developing a strategy that includes peer mentoring to build a supportive community.
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2015 MATC Scholars Program: Edgar Blevins
- 1. Choosing Faculty Mentors & Finding“Mentoring Communities” for Academic Success Dr. Edgar R. Blevins MATC Scholars Program October 28 –31, 2015 University of Nebraska-Lincoln
- 2. OUTLINE • Introduction • LearningObjectives • Learning Outcomes • Session Presentation • Conclusion
- 3. LEARNING OBJECTIVES • Whatis 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 • Understandhow 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 mentorhas 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
- 6. MENTORING Mentoring is anenabling, 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.
- 7. What does “FacultyMentor” mean to you? MENTORING Create a list of terms or phrases that define a faculty mentor.
- 8. Mentors have theability 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
- 9. • What isan 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 ADVISOR versus MENTOR
- 10. • Is anadvisor 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
- 11. Individuals in effectivementoring 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
- 12. • Research literatureshows 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
- 13. • Background • Buildingthe Relationship/Negotiating Agreement • Department Chair • Minority Faculty Member • Research Area • Planning for Mentoring • Developing Protégé /Maintaining Momentum • Ending the Formal Relationship IDENTIFYING A MENTOR
- 14. Characteristics of aGood 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. IDENTIFYING A MENTOR
- 15. Mentor’s Role • Provideinformation and/or resources • Give Advice • Detail Expectations • Share experiences and knowledge • Develop an academic plan and goals EXPECTATIONS OF MENTORS AND MENTEES
- 16. Protégé’s Role • Mustbe 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
- 17. UNDERSTANDING THE SOCIALENVIRONMENT • Academic protocol • Organizational norms • Office politics • Skills and competencies required • Attributes and qualities to be successful • Avenues for advancement Good mentorship consist of assessing, coaching, demonstrating, teaching, interacting, and counseling. This could lead to a protégé having a better understanding of the following:
- 18. Peer Mentoring • Whatdoes this mean to you? • Are there any benefits? COMPONENT OF A MENTOR COMMUNITY STRATEGY
- 19. • Peer-mentoring programfor 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
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- 24. • http://www.minoritypostdoc.org/ • ScienceMentoring: Does Race Matter? • Council of Graduate Schools – http://www.cgsnet.org/ • Lesson Four – Mentoring Systems • http://www.grad.washington.edu/mentoring/ • Includes Mentoring Resources • Howard G. Adams and Associates REFERENCES
- 25. Slide design ©2009, Mid-America Transportation Center. All rights reserved. Dr. Edgar R. Blevins Professor Southern University A & M College Mechanical Engineering Department 355 Pinchback Engineering Hall Baton Rouge, LA 70813 Edgar_Blevins@subr.edu CREDITS
Editor's Notes
- #20 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.
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