Ripple Effect - NACADA Mentoring Presentation
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2018 NACADA Panel Presentation
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Ripple Effect - NACADA Mentoring Presentation
- 1. NACADA 2018: Annual Conference The Ripple Effect: Multi Generational Mentoring in Academic Advising
- 3. 5 Types of Mentors Mentor #1: The master of craft Mentor #2: The champion of your cause Mentor #3: The copilot Mentor #4: The anchor Mentor #5: The reverse mentor
- 5. Ruth A. Darling, Ed.D Associate Provost for Student Success, Emerita The University of Tennessee Provided leadership for university initiatives and programs related to undergraduate education, enrollment management, student success and retention, academic advising, curriculum and policy development, assessment, and collegiate athletics. Adjunct assistant professor – College Student Personnel (College of Education, Health and Human Sciences) ● Past President – NACADA: The Global Community for Academic Advising ● Co-editor: The NACADA REVIEW: Academic Advising Perspectives and Praxis ● NACADA Fellow: Excellence in Academic Advising (EAA) in partnership with the John Gardner Excellence in Undergraduate Education ● NACADA Consultant and Speaker Service ● NACADA Journal: Editorial Board
- 7. Kathleen SheaSmith, Ph.D. Associate Provost for Academic Advising The University of Oklahoma Responsible for overseeing advising services to ensure that each individual student is on a pathway to academic fulfillment, progress, and degree completion. Directs academic advising initiatives that promote campus collaboration, consistent implementation of policies and practices, and a strong advising community that is deeply invested in student success. Leads the Academic Life Coaching program as a key retention initiative and believes it offers a solid framework for deeper conversations and empowering mentorship. ● Steering Committee Member-Academic Coaching Community ● NACADA Consultant and Speaker Service ● Keynote Speaker, NACADA Annual Conference, 2016 ● Co-Chair, Advising as Coaching Interest Group, 2011-2015 ● Chair, Commission for Undecided and Exploratory Students, 2008-2010
- 9. Alexandra Yanovski Assistant Director For Undergraduate Strategic Initiatives Temple University Provide leadership and overall strategy input for multiple projects associated with student Risk and Retention in close collaboration with the Associate Vice Provost and Vice Provost for Undergraduate Studies. Recommend, develop, advance, support, and evaluate University Seminar Series Program, Critical Paths Initiative Provide creative input, technical expertise, and gather the necessary information to create, plan, implement and evaluate Undergraduate Studies strategic initiatives, including assessment and analytical processes and procedures. ● Consultant Graduate! Network ● Student Success Advisory and Development Groups (Ellucian Analytics) ● Adjunct Faculty ● Working on PhD in Urban Education
- 10. Building and Sustaining Mentoring Relationships
- 11. Lauren Weller Current: Graduate Student, Academic Advisor ● Advise Undecided First-Year students in the Firelands Pathway Program ● Teach courses to advisees about college transition and success ● Advised Undecided Bachelor of Science students in the College of Arts & Sciences ● Taught a course for students on academic warning or probation within the College of Arts & Sciences ● Participated in retention initiatives in the College of Arts & Sciences
- 12. From Theory to Practice
- 13. Theoretical Perspectives That Inform Ruth’s Practice: ● Narrative Theory: In telling our stories, we make meaning of our experiences in the world. It is how we understand the world and how we construct our identity relative to that world. Narratives form a cultural contract between individuals, groups, and our social universe (McLaren, 1993) ● Narrative Meaning: Since stories give our lives meaning, it is important to understand what those stories are and to examine the influence they might have on us. We are shaping our own identities as well as the identities of others. ● Critical Theory: The recognition that power, knowledge, ideology, and culture are inextricably linked to one another in constantly changing patterns and relationships (Tierney, 1993). Critical researchers not only observe the constraints placed on people but also the possibilities for change and action.
- 14. Perspectives on Mentoring: Ruth A mentor will - ● Support, understand , provide feedback, encourage ● Help with “meaning making” process, creating identity ● Encourage one to write his/her own narrative of experience ● Serve as a mirror to oneself ● Find pleasure and meaning in the relationship ● Navigate culture with mentee “Mentoring can be a spiritual process, a discovery of who you are.” (Dr. Joan Lippincott)
- 16. 1. Which of your successes are you not taking ownership of? 2. Which of your beliefs about success are holding you back? 3. Which of your strengths are you overlooking? 4. Who are you talking to about this? 5. When you beat the Impostor Syndrome, what will you be losing?
- 17. Challenge and Support Between Mentor and Mentee ● “Mutually beneficial, authentic relationships” ● Help foster ability to make own decisions, but have a support to ask questions, bring worries to, and receive affirmation ● Can work both ways: you never stop facing new challenges Baxter Magolda’s Self-Authorship Theory (2009)
- 18. What are your experiences with mentorship? Where would you like to go?
- 21. Questions?
Editor's Notes
- Why this panel was put together Who has a mentor? Who is looking for a mentor? Who is a mentor to someone else? How many years in a career?
- What is mentoring? Mentoring is most often defined as a professional relationship in which an experienced person (the mentor) assists another (the mentoree) in developing specific skills and knowledge that will enhance the less-experienced person’s professional and personal growth. Mentoring characteristics: Takes place outside of a line manager-employee relationship, at the mutual consent of a mentor and the person being mentored Is career-focused or focuses on professional development that may be outside a mentee’s area of work Relationship is personal - a mentor provides both professional and personal support Relationship may be initiated by a mentor or created through a match initiated by the organization Relationship crosses job boundaries What do you mean by “chemistry” and “compatibility?” "Chemistry" is an intense, very personal feeling – an initial connection or attraction between two individuals that may develop into a strong, emotional bond. Unstructured and unpredictable, it is the basis for an informal mentoring relationship. "Compatibility" occurs when individuals work together in harmony to achieve a common purpose. In formal mentoring, that means a more-seasoned person leading someone less experienced through a structured professional-development program in much the same way teachers facilitate learning. Setting Goals – What will your life look like in 5 years? (Interview Question) Support – I don’t know how to do this Motivation – I failed, how do I get up and start again Coaching – What’s next for areas outside of career Direction – Next career step Advice – Nitty Gritty Success – celebrate together and walk along together Training/Development – NACADA, suggestions
- https://ideas.ted.com/the-5-types-of-mentors-you-need-in-your-life Ted Talk by Anthony Tjan Jim Dagnan Michele Husband Kathleen Lauren
- Generation - ? Matriarch Different stages of our careers First meeting online 5 Years ago Hardee – Florida State
- Career Trajectory NACADA Involvement How are you connected to the person on the panel
- How do you sustain a mentoring relationship overtime
- Career Trajectory NACADA Involvement How are you connected to the person on the panel
- Career Trajectory NACADA Involvement How are you connected to the person on the panel What does being a mentor mean to you? What did you gain from being mentored by someone else? Tell us about the person you mentored or hired on this panel. Tell us about the person who hired or mentored you on this panel.
- Men Other Mentors Grand Canyon
- Lauren is an academic advisor for Bowling Green State University’s Firelands Pathways Program. This program is designed to aid and retain incoming first-year students who have not met qualifications to be admitted to BGSU due to low test scores or GPA. She acts as both advisor and instructor to her 109 advisees, not only carrying out typical advisor duties but also leading a course that meets twice a week, allowing for constant contact and opportunities to ask questions. In her previous graduate internship, she was an advisor for first- and second-year undecided students in the College of Arts & Sciences. In this college, she also taught a course designed to retain at-risk students and helped reinvent the Arts & Sciences Instagram page to engage with and inform students. Lauren completed a Bachelor’s of Arts in Linguistics and German at Temple University and is currently in her final year for a Master’s degree in College Student Personnel. Her post-graduation plans are to return to southeastern Pennsylvania and become an academic advisor. 2 mentoring stories Career Driven (advising): Work primarily with Undecided students, some of them are aimlessly taking GenEd classes and going through the motions without knowing where to go. I relate to this since I was Undecided in undergrad in all but name for my first year. I go about probing them, getting them to dig deeper and do some “soul searching” to find what they’re passionate about and work backwards to find a major that will get them there. When they realize where they want to go and they fill out the paperwork to declare a major you can see the relief and excitement on their face, knowing they did it and have a mission instead of only taking classes to fulfill requirements. Relationship Driven: Alex helped me tease out what I wanted to do after graduation. I had an epiphany of sorts after she told me “you know, you can do this as a career, right?” I didn’t know what I didn’t know; the whole field was completely new to me and she helped me with the grad school search and application, supported me throughout the process so I could find my fit within the world of HIED. What does being a mentor mean to you? - not a mentor yet, but to me it means being the person your mentee can go to for a wide variety of reasons, both professional and personal. You’re there to pass down wisdom and knowledge you’ve gained throughout your career/life as well as help your mentee grow into someone they want to be. What did you gain from being mentored by someone else? - Confidence in myself and my choices, exposure to a whole new career path, the realization of the skills I have and that they’re useful in the professional world (like organization and written communication/grammar). Tell us about the person you mentored or hired on this panel. Tell us about the person who hired or mentored you on this panel.
- Feeling like a sorority - big and little Different stages of our careers Praxis
- Impostor syndrome (also known as impostor phenomenon, impostorism, fraud syndrome or the impostor experience) is a psychological pattern in which an individual doubts their accomplishments and has a persistent internalized fear of being exposed as a "fraud". The term impostor syndrome, coined in 1978, is described as a feeling of “phoniness in people who believe that they are not intelligent, capable or creative despite evidence of high achievement.” Basically, when you feel inadequate despite evident success Explain the impostor syndrome Audience engagement questions, on paper write down answers
- LAUREN Baxter Magolda’s Theory: point is to foster student development by having them rely less on parental/outside guidance for answers and start looking inside to figure out what direction they want to take Application in Mentoring: in an ideal relationship, mentors push their mentees to their full potential, support them through uncertain times, and help them find a path that’s right for them In my experience, Alex supported me during my uncertain transition from a path I thought I had to take based off my major (teaching ESL) to something I was good at and had an interest in (HIED/advising). She “forced” me to learn stats (it was for my own good), and supported me during the interview process. She had me take a step back and look at what there was available beyond the scope of Linguistics. “Mutually beneficial, authentic relationships”: you can’t force an authentic mentoring relationship, you find “the one” based on who they are as a person. You also have to realize it’s not a one-way street: professionals continuously learn, and they encounter changes in their professional lives just as students do. A good mentor/mentee relationship can help the mentor learn and grow just as much as the mentee. Helps if you recognize you have room to grow! Application in Advising: (do I need this on this slide, or just my intro slide?) This goes beyond a mentor-mentee relationship. As advisors, we are essentially mentors to all our students. Getting students to realize their own potential and to rely on themselves to figure out what path they want to take (as opposed to what family or friends think they should do) is important to their success not only in college but in their life after graduation. Getting a degree in business to make your parents happy won’t lead to success if you love language and dislike math/the culture of the business world (I would know!)
- Group Discussion
- https://drive.google.com/file/d/1VGS9NO2NZpXwVGuA56JOb0zzRh8KSs5s/view Story Corps Interview Questions
- Lauren’s thoughts: It’s more than just passing down tips and information they wish they’d have known at your stage. It’s that, but also giving the mentee someone they can go to for concerns and help.