This presentation was delivered at UC Davis for the Grad Pathways professional development series on Mentoring Up. Part 2 of this series dealt with aligning goals and expectations with your research mentor.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
Entering Mentoring 2015 UCD GradPathways_slides & handoutSteve Lee
This presentation was on "Entering Mentoring" and delivered at UC Davis for the GradPathways program, for grad students and postdocs in the STEM disciplines. This set includes the slides and handout for the 2-hour workshop.
UC Davis Mentoring at Critical Transitions - Mentoring UpSteve Lee
These slides were for the Mentoring at Critical Transitions workshop at UC Davis on 5/8/2014. The topic was on Mentoring Up: Training mentees to pro-actively manage their mentoring relationship.
Entering Mentoring Part 2 Aligning goals and expectations at CalTechSteve Lee
These slides and materials were used for providing a workshop for CalTech's postdoctoral association. The workshop provided training as the postdocs began a formal mentoring experience for undergrad summer research students. This 2nd part dealt with aligning goals and expectations with your mentee.
Mentoring Up ABRCMS 2015-11 slides & handoutSteve Lee
These slides and handouts were used for a workshop on mentoring at ABRCMS 2015. The overall session was called "Mentoring 101", which was for mentees on how to choose a research mentor, and how to "mentor up" to be pro-active in your mentoring relationship.
"Mentoring Up - AISES 2014 - Steve Lee". This presentation was given at the AISES (American Indian Science and Engineering Society) Leadership Summit in March 2014.
This is my presentation and handout from my workshop at SACNAS 2013. It presents a new concept of "mentoring up" to help equip and empower mentees to pro-actively manage their mentoring relationships.
Nan L. Kalke MWERA presentation October 19, 2017Nan Kalke
How Faculty Assessments of Degree Completion Likelihood Shape their Advising Relationships with Doctoral Students. PowerPoint Slide presentation by Nan L. Kalke, PhD, at MidWestern Educational Research Association's (MWERA) Annual Meeting October 19, 2017
Mentoring Up encourages mentees to learn how to pro-actively manage their mentoring relationships. This presentation was delivered at the SACNAS conference in 2014.
These slides and handout were presented for a workshop on "Mentoring Up: Learning to proactively engage in your mentoring relationships" at the American Society for Cell Biology (ASCB) conference in San Francisco, for the Minority Affairs Committee (MAC).
Mentoring Up - Duke BioCoRE workshop - slides & handoutSteve Lee
"Mentoring Up: Learning to maximize your relationship with your mentor" was presented as a workshop at Duke University's BioCoRE conference on 7/28/2016 to graduate and undergrad students.
LoganTop of FormWhile I have experience in counseling kids, I .docxsmile790243
Logan
Top of Form
While I have experience in counseling kids, I have absolutely no experience in group counseling; I have always believed that it would be extremely difficult for me to do group counseling in a professional setting. However, I have always wanted to start a group therapy/counseling program for people who suffer from epilepsy because there are so few of them, they are desperately needed, and I am epileptic as well.
In order to get my group (or any group) started on the right foot, I believe that having a pre-group meeting is vital. The pre-group meeting allows the leader and group members to get on the same page by allowing everyone to know what the group's goals are and what they can expect from the group meetings (Corey et al, 2014). I would make sure that topics that are relevant to every group member would be covered to the best extent possible.
Once the group meetings begin, I believe that it would be very important for members to get to know others on a more personal level; that is why I believe that dyad pairs would work very well with this type of group. The dyad pairs would allow for greater interaction, greater empathy for others in the group, and greater understanding among the members. Since epilepsy is such a broad disorder, the dyad pairs could bring together two people who suffer from the same type of epilepsy (such as tonic clonic) and allow them to share their experiences among one another.
In an individual setting, I love using cognitive behavioral therapy, but I believe that it would be very difficult to use in a group setting because there are so many people involved. I would be uncomfortable using it because I would be afraid of alienating the person that I am trying to help.
Reference
Corey, G., Corey, M., & Haynes, R. (2014). Groups in action: Evolution and challenges.Belmont, CA: Brooks/Cole.
Tammy
What group would I like to lead and what techniques would I utilize in forming the group?
After reviewing the contents of Groups in action, I would like to oversee a weight loss support group for middle aged working woman and parents. This group would be established with a set criteria for participation. According to Corey, one suggestion that was offered in the initial stage of the group was to organize a pregroup meeting in which participants would have the opportunity to become acquainted with the purpose of the meeting (Corey et al., 2014) Potential participants could at this time decide if the meeting was of interest to them and form initial relationships with participants. In forming the group, I would need to be aware of some of the potential obstacles that can occur with forming a new group to include membership awareness and the identification of personal goals that individuals would like to achieve from the meeting(Corey et al,2014). I would also have to establish the group size and how frequent the group would meet. As the leader of the group I will need to identify the purpose and established go ...
Due March 05, 2017Position Paper #1 –Spring 2017Human Servi.docxharold7fisher61282
Due: March 05, 2017
Position Paper #1 –Spring 2017
Human Service Workers are often faced with the task of ethical decision-making. When making these decisions, they must be able to adequately support the decision that has been made. As we discussed in class this may require them to refer to their code of ethics, their agency’s policies and procedure manual, and the law. For this assignment, you will be given a case study, and you will need to respond to the questions that follow the case. When responding to the questions, you will need to refer to the text, the code of ethics, and at least one scholarly journal article
beyond our course materials
to help you make your decision and demonstrate support for your position. Your paper should be a minimum of 3 pages with a maximum of 5 pages, not including the
title page
and the
reference page
. You are also required to follow
APA format
for this assignment, double space, and utilize Times New Roman 12 point font. Paper must contain an introduction and conclusion.
Case Study:
Joy Green is a Psychologist with the Happy Hearts University Counseling Center. She also teaches an Introduction to Psychology class at Happy Hearts University.
Dr. Green has been treating 19 year-old Ava Jones for the past year. Ava began seeing Dr. Green after her parents were both killed in a car crash last year. Ava has worked through many layers of grief and loss, but continues to battle with depression. Feelings of abandonment and loneliness are the biggest triggers of depression for Ava and have, at times, caused suicidal ideation in her. She has recently begun to articulate these feelings of abandonment to Dr. Green, but they are a constant struggle for her. On several occasions, Ava has mentioned to Dr. Green that she would not have been able to get through this horrific ordeal without her help. She advised that she has begun to think of Dr. Green as a surrogate mother of sorts, knowing that she is the one person who is a stable source of support for her as she struggles in school, sorts out relationships with friends and boyfriends, and forges ahead with no parents and no other family members.
This semester, Dr. Green noticed that Ava has enrolled in her Introduction to Psychology class. Dr. Green initially decided that she should drop Ava from the class, fearing that she would not be able to differentiate between her role as Ava’s Psychologist and her role as Ava’s Professor. Dr. Green decided that Ava has already experienced too much loss and she began to worry about how dropping Ava from her class would affect Ava’s emotionally stability – and impact all of the hard work they have already done together. Dr. Green decided to keep Ava in her class, but brought up the issues of confidentiality and dual relationships with Ava in a session just before classes began. Ava reported that she understood the difference between Dr. Green’s roles and she stated that she would not discuss class in her treatment sessi.
These slides were from a Grad Pathways workshop at UC Davis on 5/8/2014. This was part #1 of an overall series on Mentoring Up: Learning to pro-actively manage your relationship with your research mentor. Part #1 dealt with communication.
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This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
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LoganTop of FormWhile I have experience in counseling kids, I .docxsmile790243
Logan
Top of Form
While I have experience in counseling kids, I have absolutely no experience in group counseling; I have always believed that it would be extremely difficult for me to do group counseling in a professional setting. However, I have always wanted to start a group therapy/counseling program for people who suffer from epilepsy because there are so few of them, they are desperately needed, and I am epileptic as well.
In order to get my group (or any group) started on the right foot, I believe that having a pre-group meeting is vital. The pre-group meeting allows the leader and group members to get on the same page by allowing everyone to know what the group's goals are and what they can expect from the group meetings (Corey et al, 2014). I would make sure that topics that are relevant to every group member would be covered to the best extent possible.
Once the group meetings begin, I believe that it would be very important for members to get to know others on a more personal level; that is why I believe that dyad pairs would work very well with this type of group. The dyad pairs would allow for greater interaction, greater empathy for others in the group, and greater understanding among the members. Since epilepsy is such a broad disorder, the dyad pairs could bring together two people who suffer from the same type of epilepsy (such as tonic clonic) and allow them to share their experiences among one another.
In an individual setting, I love using cognitive behavioral therapy, but I believe that it would be very difficult to use in a group setting because there are so many people involved. I would be uncomfortable using it because I would be afraid of alienating the person that I am trying to help.
Reference
Corey, G., Corey, M., & Haynes, R. (2014). Groups in action: Evolution and challenges.Belmont, CA: Brooks/Cole.
Tammy
What group would I like to lead and what techniques would I utilize in forming the group?
After reviewing the contents of Groups in action, I would like to oversee a weight loss support group for middle aged working woman and parents. This group would be established with a set criteria for participation. According to Corey, one suggestion that was offered in the initial stage of the group was to organize a pregroup meeting in which participants would have the opportunity to become acquainted with the purpose of the meeting (Corey et al., 2014) Potential participants could at this time decide if the meeting was of interest to them and form initial relationships with participants. In forming the group, I would need to be aware of some of the potential obstacles that can occur with forming a new group to include membership awareness and the identification of personal goals that individuals would like to achieve from the meeting(Corey et al,2014). I would also have to establish the group size and how frequent the group would meet. As the leader of the group I will need to identify the purpose and established go ...
Due March 05, 2017Position Paper #1 –Spring 2017Human Servi.docxharold7fisher61282
Due: March 05, 2017
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Human Service Workers are often faced with the task of ethical decision-making. When making these decisions, they must be able to adequately support the decision that has been made. As we discussed in class this may require them to refer to their code of ethics, their agency’s policies and procedure manual, and the law. For this assignment, you will be given a case study, and you will need to respond to the questions that follow the case. When responding to the questions, you will need to refer to the text, the code of ethics, and at least one scholarly journal article
beyond our course materials
to help you make your decision and demonstrate support for your position. Your paper should be a minimum of 3 pages with a maximum of 5 pages, not including the
title page
and the
reference page
. You are also required to follow
APA format
for this assignment, double space, and utilize Times New Roman 12 point font. Paper must contain an introduction and conclusion.
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Joy Green is a Psychologist with the Happy Hearts University Counseling Center. She also teaches an Introduction to Psychology class at Happy Hearts University.
Dr. Green has been treating 19 year-old Ava Jones for the past year. Ava began seeing Dr. Green after her parents were both killed in a car crash last year. Ava has worked through many layers of grief and loss, but continues to battle with depression. Feelings of abandonment and loneliness are the biggest triggers of depression for Ava and have, at times, caused suicidal ideation in her. She has recently begun to articulate these feelings of abandonment to Dr. Green, but they are a constant struggle for her. On several occasions, Ava has mentioned to Dr. Green that she would not have been able to get through this horrific ordeal without her help. She advised that she has begun to think of Dr. Green as a surrogate mother of sorts, knowing that she is the one person who is a stable source of support for her as she struggles in school, sorts out relationships with friends and boyfriends, and forges ahead with no parents and no other family members.
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1. Steve Lee, PhD
Graduate Diversity Officer
for STEM Disciplines
May 15, 2014
Part 2: Aligning Goals and Expectations
Mentoring Up:
2. Summary of Part 1
Intro to Mentoring Up; Communication
2
● Mentoring up: mentee learns to pro-actively manage their
relationship with their mentor
○ Assess your and your mentor’s communication
preferences, strengths and weaknesses
○ Apply your assessment strategically to work towards a
mutually beneficial relationship
4. A common mistake is to confuse
importance with urgency
Due to this common confusion, an explicit discussion of
importance and priorities is essential.
4
importance scale
urgency
scale
high importance
high urgency
1 – most address these first
high importance
low urgency
2 – some confuse with 3,
and focus too little
low importance
low urgency
4 – most address these last
low importance
high urgency
3 – some confuse with 2, and
focus too much
5. When discussing priorities, work to
align goals and expectations
●Discuss and apply SMART goals
Specific – what are the specific details?
Measurable – how will we know when it’s done?
Assignable – who’s in charge of what?
Reasonable – can we actually do this?
Timely – when does it need to be done?
5
6. 1. To succeed, my mentor needs ______ from me.
2. To succeed, I need _____ from my mentor.
3. Create a plan for moving forward:
I am going to __[goal]__ by __[date]__.
I am going to __[goal]__ by __[date]__.
6
Workshop Exercise:
Define success for you and your mentor
and determine how you will succeed
7. Workshop Schedule
1. Intro to Mentoring Up
Communicating Effectively
2. Aligning Goals and Expectations
3. Addressing Diversity
4. Fostering Independence
7
May 8
May 15
May 22
May 29
8. 1
Mentoring Up:
Part 2: Aligning Goals and Expectations
Steve Lee, PhD
Graduate Diversity Officer
for the STEM Disciplines
stnlee@ucdavis.edu
May 15, 2014
Case Studies
The following case studies describe real situations. The names and identifying references have been
altered to protect the privacy of the individuals involved.
1.) Navigating Between Two Mentors: Stuck between a Rock and a Hard Place
Heather is a new grad student and has recently joined a research group with Professor Roman as
her primary mentor, and was given multiple projects—including her first project, which was started by a
postdoctoral scholar in the group. She assumed that the postdoc would help her with the project, serving
as an informal mentor.
Heather began working in the lab by following instructions that were written by the postdoc, but
noticed problems with the results. When she asked the postdoc to confirm the instructions, he brushed
her off with quick answers, and said that he didn’t follow the written instructions exactly and that it
contained errors. Heather was confused by his behavior, and began to suspect that the project was taken
from him, and that he was resenting her work on the project.
To better understand her project and resolve problems with her results, she asked for a joint
meeting with both of her mentors: Professor Roman and the postdoc. In the joint meeting, she made sure
that the postdoc was given an opportunity to speak openly and confirm that he approved handing over
the project to Heather. However, even after the meeting, Heather still continued to have problems with
the instructions, and the postdoc continued to brush her off with quick and cryptic responses that didn’t
help her. Heather still suspected that the postdoc only agreed to hand over the project to her because
he was afraid to disagree with Professor Roman. Heather is frustrated, because her progress depends on
the past work and experiments that were started by the postdoc, so she is unable to proceed at a
sufficient pace. The postdoc has not been helpful, and seems to behave passive-aggressively towards her
questions and requests for help.
Furthermore, the postdoc has asked that he be given first authorship if a paper were to be
published, which Heather believes is acceptable since he started the project. But he has also started
insisting that he be given first authorship on a second paper, even though Heather would have done
most of the experimental work and writing of the paper. As Heather considered her various options, she
discussed her multiple projects with Professor Roman and began to shift her energy towards other
projects.
• What does Heather do well in this situation? How does she “mentor up” in this situation with her
two mentors?
9. 2
2.) Romantic relationships in the research group
Mary has always been a hard worker in her PhD program. She works 16-hr days for 6 days a
week, and even puts in 8 hrs on Sundays. Recently, the relationship with one of her labmates has gotten
sour. Her labmate has not been contributing her fair share of the group’s responsibilities and has not
been helpful when Mary asked her questions or asked for help.
Mary also noticed that her labmate and their research professor (who is married with children)
has been spending a lot of time together at work and other social activities. She hears rumors that the
professor is romantically involved with her labmate.
• What should Mary do in this situation? She wants to progress in her research, but feels trapped,
because she doesn’t think that she can approach her professor about her labmate not fulfilling
her fair share of group responsibilities.
• What would you do in this situation?
3.) Lack of honest feedback from the research professor
Richard is close to finishing a research rotation (a temporary research experience that lasts for
one quarter; these are used to test if there’s a good mentor/mentee match), and thinks that things are
going well with his professor. The professor walks through the labs several times each week, making sure
that his students are progressing in their research, but he doesn’t have formal meetings with his students.
Recently, Richard heard indirectly from another source that the professor has actually not been
happy with his work, even though he has not criticized him directly.
• What would you do in this situation?
4.) Constantly changing projects
Dan has recently joined a research group with a junior professor, and the professor seemed to
have some new, exciting projects. He was grateful to join this group, because he had been having trouble
finding a group to join.
Dan started working on his main project, but after a week, the professor came up with another
exciting project for him. Dan dropped his work in the original project, and switched directions. After
another week, the professor said he needed to switch directions again for another project.
Dan started to get concerned. He preferred to focus on one direction, and it didn’t seem
efficient to be constantly changing directions. But he didn’t want to appear ungrateful for being
accepted into the professor’s group.
• What would you do in this situation?
• How would you react in an opposite case? In this opposite case, the professor is very stubborn
and unwilling to change directions, even when you believe you need to change directions.
10. 3
5.) Lack of independence
Jennifer began working in her research group with high hopes. She had an initial great meeting
with her research mentor, who seemed friendly and willing to listen to her ideas and hopes for her thesis
work. She also heard from the other grad students in the group that they were very happy with his
mentorship style.
However, as she began working under her research mentor, she began to notice that he would
brush off her ideas, and insist that she work on his ideas and plans. She brought up her ideas for what she
had hoped to focus on multiple times, but he kept insisting that she first work on an initial project.
Jennifer’s initial project has started to grow and take longer than they both first anticipated, and he has
started talking about it becoming her main proposal for her quals.
Jen began to notice that the other grad students basically did what they were told to do, and
were not given much independence in their research projects. She had been accustomed to having much
more freedom from her undergraduate research mentor, so she was finding it difficult to follow her new
research mentor.
• What would you do in this situation?
6.) Contemplating switching research groups
April had an extremely strong start to her PhD program. She passed all of her coursework (mostly
with A’s) and joined a professor who encouraged her drive and enthusiasm for research. April also told
her professor that she has a reoccurring chronic medical problem, but she always worked around her
doctor’s visits and made up for missed time in the lab. She recently passed her qualifying exam, and it
looked like smooth sailing from there. However, April’s medical condition has been getting worse, and
her doctors have not been able to diagnose the problem, leading to additional frustration and stress.
The professor said that it was important for April to take care of her health, but has started
questioning her dedication and focus to research, because of her increased number of absences and
recent lack of productivity. April’s initial positive relationship with her professor has now become so
strained that it was stressful to be alone in the same room together. April also suspects that the professor
has been feeling stressed for her upcoming tenure review, and passing that pressure upon April.
April spoke with the head of the program, who suggested that it would be difficult to jump ship
and find another professor who would be willing to take her in their lab, given her medical issues and
probable negative reference from her current professor.
• What would you do in this situation? Would you find a new professor, which would increase your
time in grad school, or stay with your current professor? Why or why not?
• If you think that April should look for a new professor, how should she find a new professor?
Should she tell her current professor first, or contact potential faculty first?
11. 4
7.) Cross-cultural issues
Harry has just joined a research group, where all of the other members of the group are
international students and usually speak their native language. They are friendly to Harry, but he’s been
feeling left out of informal conversations and at their social activities because they often speak their
native language. The professor is also from the same country and often speaks their native language.
Harry wants to be culturally sensitive, but wants to connect more with his professor and labmates.
• What would you do in this situation, to connect more to your labmates and professor?
8.) Compatible Work Styles (adapted from Managing Your Boss, Gabarro and Kotter, p 98)
A grad student (who had a relatively good relationship with his mentor) realized that during
meetings his professor would often become inattentive and sometimes brusque. The student’s own style
tended to be discursive and exploratory. He would often digress from the topic at hand to deal with
background factors, alternative approaches, and so forth. His professor preferred to discuss problems
with a minimum of background detail and became impatient and distracted whenever the student
digressed from the immediate issue.
Recognizing this difference in style, the student became terser and more direct during meetings
with his professor. To help himself do this, before meetings, he would develop brief agendas that he
used as a guide. Whenever he felt that a digression was needed, he explained why. This small shift in his
own style made these meetings more effective and far less frustrating for both of them.
• How might you analyze the student’s and professor’s communication preferences, from the
Myers-Briggs types?
• What is the student’s likely communication preference or type, and what is the professor’s?
Schedule
• Part 1: Communicating Effectively Thu May 8, 3:30-5 pm, SCC, Rm D
• Part 2: Aligning Goals and Expectations Thu May 15, 3:30-5 pm, SCC, Rm E
• Part 3: Addressing Diversity Thu May 22, 3:30-5 pm, SCC, Rm D
• Part 4: Fostering Independence Thu May 29, 3:30-5 pm, SCC, Rm D