This document discusses finding faculty mentors and developing mentoring communities for academic success. It defines mentoring as a one-on-one relationship that fosters growth and development. The benefits of mentoring include fewer adjustment problems, faster advancement, greater productivity, and more responsibility. The document provides tips for identifying mentors, such as considering department chairs, minority faculty, or those in one's research area. It also outlines expectations for both mentors and mentees. Developing a peer mentoring program can help build community among graduate students.

1. Choosing Faculty Mentors
&
Finding “Mentoring Communities”
for Academic Success
Dr. Edgar R. Blevins
MATC Scholars Program
October 3 – 6, 2012
University of Nebraska-Lincoln

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

3. LEARNING OBJECTIVES
• What is mentoring?
• Benefits of mentoring
• Identifying and selecting a mentor
• Expectations of mentors and mentees
• Understanding the social environment
• Understand the components of a mentor
community strategy

4. LEARNING OUTCOMES
• Understand how to select a mentor
• Gained an appreciation for faculty mentors
and advisors
• Learn about mentor expectations
• Know his/her responsibilities as a mentee
• Develop a mentor community strategy

5. THE WORD MENTOR
The word mentor has 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.

6. 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.

7. MENTORING
What does “Faculty Mentor” mean to you?
Create a list of terms or phrases that define a faculty
mentor.

8. MENTORING
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).

9. ADVISOR versus MENTOR
• What is an advisor?
• This person is typically assigned to you by the
department or graduate program.
• Advisors duties and responsibilities includes:
• Helps students select courses
• Direct Thesis or Dissertation
• Is this person also a mentor?
• Relationships with mentors tend to be deeper
and more personal. Many students maintain
contact with their mentors after graduate school
and mentors often are a source of information
and support as new graduates enter the world of
work.

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

11. MENTORING AND ACADEMIC/CAREER SUCCESS DATA
• Research literature shows that greater
success results from strong mentoring
relationships.
• Council of Graduate Schools survey of
recent doctoral recipients report that the
availability and quality of mentoring and
advising played a major role in their
ability to complete the degree. (2009)

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

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

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

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

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

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

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

19. CONCLUSION
http://www.unl.edu/mentoring/mentoring-concepts-dynamic-
learning-community

20. CONCLUSION

21. CONCLUSION
http://www.grad.washington.edu/mentoring/

22. CONCLUSION
http://www.howardgadams.com/index.html

23. REFERENCES
• http://www.minoritypostdoc.org/
• Science Mentoring: Does Race Matter?
• http://www.cgsnet.org/
• Lesson Four – Mentoring Systems
• http://www.grad.washington.edu/mentoring/
• Includes Mentoring Resources
• http://www.howardgadams.com/index.html

24. CREDITS
Dr. Edgar R. Blevins
Professor
Southern University A & M College
Mechanical Engineering Department
355 Pinchback Engineering Hall
Baton Rouge, LA 70813
Edgar_Blevins@subr.edu
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