Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.

1. Choosing Faculty Mentors
&
Finding “Mentoring Communities”
for Academic Success
Dr. Edgar R. Blevins
MATC Scholars Program
March 15 – 18, 2023
University of Nebraska-Lincoln

2. OUTLINE
 Introduction
 Learning Objectives
 Learning Outcomes
 Session Presentation
 Conclusion

3. Former Southern University
Engineering Professor
Southern U, Ga Tech, and
Univ. of Ala in Huntsville
Instructor – First Year to
Graduate Level Courses
Mentor and advisor for
several student organizations.
WHO AM I?
Interests - Aviation and Auto
Industry, Motorsports, Flying
and Traveling

4. 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

5. 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

6. In Greek mythology’s epic poem Odyssey.
Odysseus of Ithaca, who led the Greek soldiers
for ten years during the Trojan War and
entrusted the care of his son, Telemachus to an
older and wiser friend, Mentor.
Telemachus and Mentor developed a strong
relation built on the foundations of guidance
and support.
The word “mentor” has become synonymous
with teacher, counselor, coach, facilitator,
motivator and friend.
THE WORD MENTOR

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

8. What does “Faculty Mentor” mean to you?
MENTORING
Create a list of terms or phrases that define a
faculty mentor.
1.
2.
3.
4.
5.

9. Mentors have the ability to assist graduate students of
color with adjustment to both the academic and
nonacademic aspects of graduate education. There are
several models of mentoring programs at many
universities throughout the country.
The relationship involves an experienced individual
(mentor) who influences the behavior, habits,
performance and progress of a less experienced person
(protégé).
MENTORING

10.  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
ADVISOR versus MENTOR

11.  Is an advisor 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

12.  Individuals in effective mentoring relationships
– Experience fewer adjustment problems;
– Advance at a faster pace;
– Are more productive; and
– Are more responsible for the choices they
make.
BENEFITS OF MENTORING

13.  Research literature shows that greater success results
from strong mentoring relationships.
– Council of Graduate Schools survey of 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

14. 10-Year URM STEM Doctoral Completions
Rates by Race/Ethnicity
MENTORING AND ACADEMIC/CAREER SUCCESS DATA

15. One of the most important influences to a student’s
pursuit of graduate education—if not the most
important—is having a faculty mentor during a
student’s undergraduate education. This is
especially relevant for students of color who remain
underrepresented in graduate education (Kim, 2011;
U.S. Department of Education, 2014).
MENTORING AND ACADEMIC/CAREER SUCCESS DATA

16. Background
Building the Relationship/Negotiating Agreement
Department Chair
Minority Faculty Member
Research Area
Planning for Mentoring
Developing Protégé /Maintaining Momentum
Ending the Formal Relationship
IDENTIFYING A MENTOR

17. Characteristics of a Good Mentor
The 3P’s of Effective Mentoring
Howard G. Adams and Associates, Inc.
Effective mentoring provides protégés an EDGE:
1. PROCESS – strategies (“how-to) for problem solving.
2. PERMISSION – the okay to function; grants permission.
3. PROTECTION – shields from outside attacks.
IDENTIFYING A MENTOR
1st P Meaning?
2nd P Meaning?
2nd P Meaning?

18. Mentor’s Role
Provide information and/or resources
Give Advice
Detail Expectations
Share experiences and knowledge
Develop an academic plan and goals
EXPECTATIONS OF MENTORS AND MENTEES

19. Protégé’s Role
Must be proactive
Express interest
Demonstrate appreciation of mentor’s time and support
Committed to learning
Receptive to being directed and learn from experiences
EXPECTATIONS OF MENTORS AND MENTEES

20. Mentor of the Year 2019
University of Nevada-Reno Faculty Member
Wins National Faculty Mentor of the Year Award
By
Institute on Teaching and Mentoring
Dr. Kelly Cross
“Mentoring is a brain to pick, an ear to listen, and a push in the
right Direction.” ~John Crosby

21. Monica Cox is the inaugural recipient of the
Faculty Outstanding Postdoctoral Service
Award for 2022! She was nominated by the
entire cohort of postdoctoral scholars in the
College of Engineering’s LEGACY Program.
Monica Cox, PhD
Distinguished Professor of Engineering,
College of Engineering
Mentor of the Year 2022
The Ohio State University

22. Good mentorship consist of assessing, coaching,
demonstrating, teaching, interacting, and counseling.
This could lead to a protégé having a better
understanding of the following:
 Organizational norms
 Office politics
 Skills and competencies required
 Attributes and qualities to be successful
 Avenues for advancement
UNDERSTANDING THE SOCIAL ENVIRONMENT

23. Peer Mentoring
 What does this mean to you?
 Are there any benefits?
COMPONENT OF A MENTOR COMMUNITY STRATEGY

24. Peer-mentoring program for new graduate students can
supplement the mentoring provided by faculty
Builds community within the graduate program.
Peer mentors selected from more advanced graduate
students should be trained at providing support to new
students in their graduate program.
Peer mentors are often able to decipher the unwritten
rules of the institution or the dominant culture and can
be more effective than faculty in sharing survival skills.
COMPONENT OF A MENTOR COMMUNITY STRATEGY
Peer Mentoring

25. Mentoring in General
Skills in this area are easier to develop as a graduate student
than you think. Like teaching, mentoring requires skills that
emphasize support, respect, constructive feedback, character
and integrity. Mentors help mentees clarify goals (career,
learning, educational) and carry out a plan to achieve those
goals. Mentors guide and direct, share insights and
knowledge, and show interest and enthusiasm in the
development of their mentees.

26. Mentoring Handbooks -
Written for mentors and mentees
A skillful mentor…
1. Supports others.
2. Encourages excellence.
3. Is enthusiastic.
4. Demonstrates respect and professionalism in all
interactions.
5. Employs effective listening skills.
6. Builds constructive relationships characterized by
mutual respect and cooperation.

27. Mentoring Handbooks-
A skillful mentor…
7. Shows sensitivity to the needs of others.
8. Is interested in sharing expertise.
9. Uses good judgment.
10. Resolves difficult or complicated problems.
11. Thinks creatively.
12. Holds both him/herself and the mentee
accountable.
13. Has an ongoing commitment to learning and
development.

28. Mentoring – Supports
 Encourage students to discuss their ideas; even those ideas students
might fear are naïve or "crazy."
 Work with students to set specific goals and measures of
accomplishment. For example, help students set reasonable writing
deadlines that ensure successful completion of a journal article or research
paper.
 Teach students to break large tasks into smaller ones to avoid being
overwhelmed by the nature of school/research work.
 Give students enough space to be creative. Do not rush in too quickly
with interpretations of data or solutions to problems. By doing this,
you prepare your trainees to work through projects independently,
and you benefit from their insights and creativity.
 Let students know it is okay to make mistakes. Remind them how
much we learn from our failures.

29. Mentoring – Respects
 Acknowledge the skills and experience students bring with
them to the classroom or the laboratory.
 Give students your full attention when talking with them.
Minimize interruptions during your meetings with them so
they can experience more personalized time.
 Develop a system for remembering previous conversations
with a student and review those notes prior to scheduled
meetings.
 Tell students what you learn from them. This may help them
realize they are potential colleagues.

30. Mentoring - Constructive Feedback
 Provide students with forthright assessments of their work. Do
not assume students know what you think about their work.
 Provide feedback on a student’s work in a timely manner; a
delayed response to their work can hinder their progress.
 If students fall behind in their work, do not automatically
assume this reflects a lack of commitment. Talk with them to
learn what is going on. Perhaps they are exhausted, are unclear
about what they are supposed to do next, or maybe dislike the
project they are working on. Maybe they feel overwhelmed,
socially isolated, or are experiencing family problems.

31. Mentoring - Character and Integrity
Recognize that those new to research are still forming
their professional beliefs and habits. They will be
watching you, trying to learn your way of doing
things.
Set high standards for yourself and your protégés.
Offer a supportive, yet disciplined, learning
environment.

32. Source: https://grad.uw.edu/for-students-and-post-docs/gsa/mentoring/
CONCLUSION

33. Mentoring Guides for Students
Source: http://www.grad.washington.edu/mentoring/

34. How to Get the Mentoring You Want: A Guide for
Graduate Students at a Diverse University
Source: http://www.rackham.umich.edu/downloads/publications/mentoring.pdf

35. Quiz Time

36. Conversation With Your Advisor

37. Leading Expert in Mentoring & Mentoring Programs

38. • Council of Graduate Schools
– Doctorial Initiative on Minority Attrition and Completion Rates
Report https://cgsnet.org/data-insights/admissions-enrollment-
and-completion/
• http://www.grad.washington.edu/mentoring/
– Includes Mentoring Resources
• Howard G. Adams and Associates
– https://howardgadamsasso.com/
– The Fundamentals of Effective of Mentoring, Adams et al. (1997)
REFERENCES

39. Slide design © 2009, Mid-America Transportation Center. All rights reserved.
Dr. Edgar R. Blevins
Edgar_Blevins@subr.edu
Dr. Stephen Akwabora
Mechanical Engineering Department
Stephen_Akwabora@subr.edu
Southern University A & M College
Baton Rouge, LA 70813
CREDITS