A Handbook for Graduate Mentees 2011 12


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A Handbook for Graduate Mentees 2011 12

  1. 1. A single conversation with a wise teacher is better than ten years ofstudy. ~Chinese Proverb   1  
  2. 2. Table  of  Contents  A  Word  from  Dean  Childers........................................................................................................3  Introduction  and  Acknowledgements.....................................................................................4  Developing  Relationships  with  Mentors ................................................................................5   What  Is  Mentoring  and  Why  is  it  Important?.................................................................................. 5  Why  a  Formal  Mentoring  Program?.........................................................................................7   How  to  Prepare  for  a  Meeting  with  a  Mentor.................................................................................. 8  How  to  Increase  Your  Chances  of  Getting  Good  Mentoring .......................................... 10  Clarifying  Roles  and  Responsibilities................................................................................... 11  How  to  Be  a  Good  Protégé ........................................................................................................ 12   Being  a  Responsible  Mentee .............................................................................................................. 13  What  to  Do  if  Problems  Arise .................................................................................................. 15  Mentorship  Issues  within  a  Diverse  Community.............................................................. 17   Common  Themes  Across  Groups...................................................................................................... 18   Themes  Particular  to  Specific  Groups ............................................................................................ 22   Women  Graduate  Students ...............................................................................................................................22   Lesbian,  Gay,  Bisexual,  Transgendered,  Queer  (LGBTQ) .....................................................................25   Underrepresented  Minority  Graduate  Students ......................................................................................27   International  Graduate  Students ....................................................................................................................31   Graduate  Students  with  Family  Responsibilities.....................................................................................33   Graduate  Students  with  Working-­‐Class  Backgrounds ..........................................................................35   Graduate  Students  with  Disabilities..............................................................................................................37   Non-­‐Traditional  Returning  Graduate  Students........................................................................................40  Mentoring  Issues  Facing  Underrepresented  Faculty ...................................................... 42  Looking  Ahead:  Growing  Your  Mentoring  Team  for  Years  2-­5.................................... 44  Graduate  Division  Contacts ..................................................................................................... 50  Academic  Integrity  Guidelines ............................................................................................... 53  Works  Cited  and  Consulted...................................................................................................... 55         2  
  3. 3.  A  Word  from  Dean  Childers  Dear Graduate Students:Congratulations on being selected to UC Riverside’s Peer Mentor Program. Iam excited to welcome you to a project I see as essential to the success ofgraduate students across the curriculum.This guidebook for graduate students reflects UCR’s acknowledgmentof the important role mentoring plays within graduate education; hereat UCR, faculty members have always embraced that responsibility.This year, we are fortunate to have the resources to create mentoringteams that include both faculty and graduate students. In doing so, Ibelieve we have begun to create a kind of mentoring relationships that willhelp our diverse population achieve great successes.In this year of your mentoring program, I urge you to track carefully your processes,progress, and successes so that we can share the details of your path through graduate schoolwith incoming students. All of your feedback is important both to me and to those otherswhose work has contributed to this beginning, a beginning I hope together we can turn intoan ongoing championing of the graduate community.I appreciate the time you take to read this guide, your commitment to your education, andyour dedication to a successful graduate experience.    Joe ChildersGraduate DeanUCR   3  
  4. 4. Introduction  and  Acknowledgements    An important part of the mission of the Graduate School is to improve the quality of thegraduate student experience. To that end, we constantly seek innovations that will supportour student body and help us develop our student programs. The Mentoring Program offerscurriculum, student, and faculty support that could potentially transform the graduate studentexperience.In putting together this UCR mentoring handbook, we consulted resources and materialsfrom multiple peer institutions. We leaned heavily on the work of the Rackham School ofGraduate Studies, but we also drew from handbooks from University of Nebraska, Lincoln,Washington University, and others. Their themes resonated well with our own campusexperience. UCR’s graduate students, faculty, and staff were likewise instrumental in addingto our handbook their insights and experience. Finally, much of this information wasborrowed from the UCR website.Like most programs, ours is subject to change. We hope to gain from this foray intomentoring the kind of information only available from the ground zero perspective. Thishandbook will change and grow as our program develops and our goals and outcomesbecome clearer. It will improve as both mentors and mentees provide us with accounts oftriumphs and failures, of challenges and solutions, of ideas and innovations. We invite you toadd your voices to those reflected in future versions of this handbook by sharing yourthoughts with us. To that end, please contact Kim Palmore Director, ProfessionalDevelopment at kim.palmore@ucr.edu or call her at 951-827-6113.   4  
  5. 5. Developing  Relationships  with  Mentors   As you read through this section, bear in mind that each department and program has its own culture, requirements for a degree, and career trajectories. Because of the wide variability that exists, you will find that specific items we discuss in this section may or may not pertain to your particular situation. For instance, in some programs studentschoose an advisor when they decide to come to UCR; in others, they are assigned an advisorfor their first year; in still others, it is possible that graduate students can progress throughmuch of their graduate career without formally connecting with faculty members.What  Is  Mentoring  and  Why  is  it  Important?  A mentoring relationship is a close, individualized relationship, formally established betweengraduate students and peer and faculty mentors. A mentor is a knowledgeable andexperienced guide, a trusted ally and advocate, and a caring role model. An effective mentoris respectful, reliable, patient, trustworthy, and a very good listener and communicator. Therole of mentor is centered on a commitment to advancing a student’s career through aninterpersonal engagement that facilitates sharing guidance, experience, and expertise.As you may know by now, graduate school is vastly different from your undergraduateexperience. One of the main differences is that as an undergraduate, the goal was to obtainknowledge, while in graduate school your goal is also to contribute to a field of knowledge.Graduate school is the professional training ground where you learn the skills you need bothto be successful in your field and to gain an understanding of how your discipline works.Mentoring is important to graduate students not only because of the knowledge and skills thatare learned, but also because of the many other aspects of socialization, professional ethics,and personal support that are needed to facilitate success in graduate school and beyond.• Mentors support your advancement in research activity, conference presentations,publication, pedagogical skill, and grant writing.• With a mentor, you are less likely to feel ambushed by bumps in the road, having beenboth alerted to them and provided resources for dealing with these stressful or difficult   5  
  6. 6. periods in your graduate career.• Mentors help you to accrue experiences and networks of professional contacts that mayimprove your prospects of securing professional placement.• The knowledge that your mentors are committed to your progress, give you solidadvice, and advocate for you, helps to lower stress and build confidence.• Constructive interaction with a mentor and participation in collective activities he orshe arranges promote your engagement in the field.Research shows that students who have mentoring relationships have higher productivitylevels, a higher level of involvement with their departments, and greater satisfaction withtheir programs (Green & Bauer, 1995).   6  
  7. 7. Why  a  Formal  Mentoring  Program?    Both faculty and advancing graduate students have numerous demands and responsibilities. Itis often difficult for them to take time from busy schedules to talk to new graduate students.Even those with the best intentions find themselves steeped in their own projects and unableto break for spontaneous interactions with students. A formal mentoring program stresses theimportance of guiding and supporting incoming students. Both faculty and peer mentorsschedule formal mentoring time into their yearly planners. Though they may seem quitebusy, keep in mind that they have planned to help you throughout this first year. Thosementors engaged in this project readily acknowledged the many ways they benefit frommentoring graduate students, including keeping abreast of new knowledge and newtechniques and reaping the personal joys and satisfactions inherent in the mentoringrelationship.In the UCR program, you will be assigned to both a faculty and peer mentor. These twopeople will likely be within your college and may be from within your discipline. The threeof you will work closely to help you conquer cultural, personal, and academic issues thatarise when a student undertakes all that comes with going to grad school.   7  
  8. 8. Establishing  a  Mentoring  RelationshipIt is not unusual for graduate students to feel hesitant about the first interaction with amentor, particularly a faculty mentor. Before your first meeting, make a thorough self-appraisal.Figure out what will help you to thrive as a graduate student. Use this information right awayto help establish your relationship with your initial faculty and peer mentors. Use it later onto match yourself with faculty or others who can provide you with what you need. Askyourself these questions:• What are my objectives in entering graduate school?• What types of training do I desire?• What are my strengths?• What skills do I need to develop?    • What kinds of research or creative projects do I want to work on?• How much independent versus hand-in-hand work do I want to do?• What type of career do I want to pursue?Avoid Judging your MentorsAlthough such characteristics as race, gender, nationality, and sexual orientation aresignificant aspects of your identity, they constitute only some of the qualities you shouldconsider when selecting a mentor. Don’t judge your assigned faculty or mentors too hastily,especially if you are doing so based only on identity factors. Mentors who are different fromyou can contribute valuable insights to you and your work. Research clearly shows that thekeys to good mentoring are sharing mutual interests and having good rapport (Atkinson,Neville, & Casas, 1991; Faison, 1996; Ragins & Scandura, 1991; Struthers, 1995).How  to  Prepare  for  a  Meeting  with  a  Mentor  You will likely meet both your faculty and peer mentors during orientation, but the firstprivate meeting can still be difficult. Your peer mentor will contact you to establish times forweekly meetings, but you may have to initiate meetings with your faculty mentor. Arriving at the first meeting can be daunting, and some graduate students are   8  
  9. 9. reluctant to even make an appointment. To make this easier, gather your materials, ideas, andquestions. Remember, you have a lot of insight to guide you if you have first examined yourown academic and professional goals.The goals of your initial meetings with all current or potential mentors are to make a positiveimpression and to establish a working rapport. You may also want to assess whether aparticular faculty member will be a good academic fit for you later on in your graduatecareer.The list that follows may give you a better understanding of how to present yourself and whattopics to discuss with them. Do not follow this list verbatim; instead, use it to trigger ideasabout what topics of conversation are most important to you. Keep in mind that thementoring relationship is one that evolves over time and oftentimes begins because of aparticular need.Mutual Interests: Share your prior academic, professional, or personal experiences. Askyour mentors about their recent work. Discuss with them ways in which their interestsintersect with yours.Motivation and Direction: All mentors want motivated students who are eager to moveonto the next level of their professional growth. State your goals as you see them right now.Ask about ways you can further explore these goals – what courses you should take and whatprojects you should link to.Initiative: Be proactive. For instance, seek further conversations with mentors aboutacademic, social, or logistical issues. Ask them for suggestions about otherpeople and experiences that will help you develop your skills andknowledge.  Skills and Strengths: Show them why they should invest in you. Let themknow what qualities you bring to this relationship — research or languageskills, creativity, analytical techniques, computer skills, willingness to learn, enthusiasm, andcommitment.   9  
  10. 10. In any meeting with mentors, keep the following in mind: Respect their time. Be sure you know how much time they have available to give you and be aware of how quickly time is passing. If you need additional time, schedule another meeting to discuss the remaining topics.How  to  Increase  Your  Chances  of  Getting  Good  Mentoring  Have Realistic ExpectationsAs stated previously, in order for you to develop mentoring relationships, you must beproactive. It is your task to initiate conversation about issues you wish to discuss with yourmentors.You also need to have a realistic idea about what any single mentor can do for you.Faculty are more likely to respond to requests for specific types of assistance. Analyze whatyou need from your mentor or another specific faculty member and explicitly ask for helpwith those tasks or with reaching those goals.Finally, remember that part of your job as a graduate student is to develop and demonstrateyour abilities to be an independent scholar. If you ask for an excessive amount of help, yourun the risk of having that faculty member feel they are doing your work. What is determinedto be excessive will vary by professor and discipline.Discuss this with the professor if you have any concerns.   10  
  11. 11. Clarifying  Roles  and  Responsibilities  Problems in mentorship most often come about because of misunderstandings about theexpectations the parties have of one another. Although you do not need to set up a formalcontract, some people find it helpful to specify mutual agreements about their respectiveroles and responsibilities. Discuss expectations with both your initial team mentors andanyone else you may solicit later as a mentor. Pay particular attention to the expectationsyou have of your advisor and that your advisor has of you.Goals: Develop a work plan that includes both short-term and long-term goals as well as atimeframe for reaching those goals. At meetings, discuss your progress, as well as anyadditional training and experiences you need in order to achieve your goals. If modificationsare necessary, inform your mentors and agree upon a new work plan.Meetings: Decide how often you will meet face-to-face, being sure that you request theamount of time you need in order to succeed. You will meet with your peer mentor eachweek the first year, and you will likely meet with your facultyadvisor several times each quarter. Discuss whether e-mail is okayfor certain issues or questions that might arise between meetings.Find out under what circumstances, if any, the mentor feels it isappropriate to be called or texted, and let the mentor know if youhave any restrictions as well.Feedback: Clarify how often the mentor will give you feedback about your general work andyour progress. For feedback on specific work, if this is appropriate to your relationship withyour mentor, find out how long it typically takes them to get back to you.If you and your mentor agree to discuss your papers and projects, make sure you provide himor her the text or project well in advance of any other due dates. Inquire about currentworkloads and whether he or she can manage within your timeframe. Find out if yourmentors tend to provide a lot of comments or very few, so that you won’t be taken abacklater on.   11  
  12. 12. How  to  Be  a  Good  Protégé  Having thoughtfully established your relationship with your mentoring team, you must thenmaintain these relationships in a professional manner. It is imperative to show by yourattitude and actions that you are a responsible junior colleague. Here are a few tips on how tobe a good protégé.Be Efficient in Your Interactions with Faculty and Peer MentorsMeetings• Show up for scheduled meetings on time.• Meetings will be most productive when you accept responsibility for “running” themeeting. Your role is to raise the issues and questions while the mentor’s role is to respond.• For each meeting, be prepared with an agenda of topics that need to be discussed - andprioritize them so you are asking your most important questions first.• At the conclusion of the meeting or through e-mail, summarize any agreements that havebeen reached. Also restate what you will be doing and what they committed themselves todoing for you. Ask them to respond if they disagree with anything you have stated.• If your mentor is facing a work emergency at the time of your meeting, offer to reschedulethe meeting, shorten it, or handle the matter over email.Be flexible, but remain committed to getting what you need in a timely manner.• If you need to cancel a meeting, make sure that your message is left in a manner thatreaches the mentor. Do not rely solely on e-mail, since many people do not check their e-mailevery day.Respect BoundariesAlthough friendship is not a necessary component for mentorship, friendships betweenfaculty and peer mentors and graduate students can and do develop. This can be especiallytrue with junior faculty who may feel they have more in common with graduate students thanwith their new faculty colleagues. Although such relationships can have lifetime benefits forboth parties, some faculty have voiced concerns about potential problems that can arise.   12  
  13. 13. Sometimes it is more difficult for graduate students to accept criticism of their work fromfaculty they consider to be their friends.• Be mindful that although you may have a friendship with a particular faculty member, ahierarchical arrangement still exists. One can even say it exists for your benefit since yourfaculty mentors need to be critical in order to help you do you best work.• Do not be tempted to drop in on mentors for casual conversation without their approvaleach time. Periodically check to see whether you are overstaying your welcome.Being  a  Responsible  Mentee  Papers, Proposals or Creative Works• Do not ask faculty mentors to give you feedback on work that you have not carefullydeveloped, revised, and edited. Ask a friend or peer mentor to read your paper first. Ideally,this person should be familiar with the topic so s/he can remark on the content and style.• Do not ask mentors to re-read an entire paper if only certain sections have been revised.Instead, mark the new or edited sections by underlining them, putting them in boldface, or byusing a different font.• Create or join a group in which students present their work to each other for feedback.Recommendation Letters• Provide updated copies of your curriculum vitae.• Leave clear written instructions as to when the letters are due and to whom to send them.Attach a stamped and addressed envelope for each letter. If you have several letters, create acalendar for your mentor that lists application deadlines.• Provide a short description about the fellowship, grant, or program for which you areapplying.• Provide details about how you are structuring your application and what points you wouldlike your mentor to emphasize.• Submit these materials with enough advance time for your mentor to write a letter.• In case the professor misplaces the application materials, keep extra copies of all forms.   13  
  14. 14. Take Yourself SeriouslyMake the transition from thinking of yourself as a bright student to seeing yourself as apotential colleague.• Attend departmental lectures and other activities.• Join professional associations and societies.  • Attend conferences and use these opportunities to network with others.• Seek out opportunities to present your work (in your department or through outsideconferences, publications, performances).• Attend teaching workshops and discipline-specific pedagogy classes.Receive Criticism the Right WayAccept critiques of your work in a professional manner. If you disagree with a particularcriticism, demonstrate that you are willing to consider that point. If after thinking about it forsome time you still disagree, demonstrate your ability to defend your ideas in a professionaland well-thought-out manner.Be ResponsibleIt is your responsibility to update your mentors about your progress and your struggles. Takecharge and own your education. Never give the impression that you are avoiding yourmentors.Demonstrate Your Commitment to the ProfessionProfessors talk about commitment in terms of “being involved in your work,” “embracing the work as your own,” or “deciding you want to be the world’s expert in a particular area.”   14  
  15. 15. Follow Your Mentor’s AdviceRead the books or articles your mentors suggest, and let them know what you thought aboutthose suggestions. Mentors want to know that the time they spend with you goes to good use. What  to  Do  if  Problems  Arise If the terms of a mentoring relationship have been clearly established at the outset, there should be few problems between you and your mentors as you move through your graduate program. But occasionally situations doarise which hinder timely completion of degree work, such as the birth of a child or a familycrisis. If this happens to you, be sure to take the initiative and contact your mentors. Discussyour situation with them, providing the information you feel they need to know. As soon aspossible, get back to them with a new timeline for completing your projects, papers, ordegree. Be sure the revised plan is realistic and that you can meet the new deadlines.By the same token, remember that situations occasionally arise for mentors that could impedetheir ability to help you. If something like this happens repeatedly, you should talk about thiswith the faculty mentor involved. Do this in person, when it first becomes evident that thereis a problem. Face-to-face meetings can lead to more satisfactory results than e-mail, sinceone’s tone and message can be easily misconstrued when communicating online or even byphone.Sometimes mentors can give you advice on how to deal with problematic issues that arisewith one of your professors. Here you can see one of the best reasons to develop a team ofmentors to support your efforts in graduate school. If you want someone to intercede on yourbehalf, faculty mentors can often provide guidance about how to proceed.Departmental staff such as the administrative assistants or grad coordinators also can clarifydepartmental expectations and standards, and they may be able to provide suggestions onhow to resolve problems based on past experience. Administrative staff also should knowabout other people or offices on campus that can assist you.   15  
  16. 16. Finally, if you are not able to resolve issues with your professors or mentors on your own, orwith the advice of other faculty and staff, you may find it advisable to talk to the graduatechair or your department chair. At any point, you may find it helpful to talk things over withstaff or faculty in the UCR Graduate Division. Please contact Kim Palmore, Director,Professional Development (951-827-6113 or kim.palmore@ucr.edu) about ideas andstrategies for resolving problematic mentoring issues.               16  
  17. 17. Mentorship  Issues  within  a  Diverse  Community     UCR is a diverse campus and supports that diversity in its many manifestations. A diverse graduate student population greatly enriches the scholarly, cultural, and social activities at the University. The Graduate School is therefore committed toexamining the issues that students from historically underrepresented or marginalizedpopulations face, with the expectation that ultimately this will be of assistance to all of ourgraduate students. The purpose of this section is to present the experiences of a diverse arrayof graduate students.Many common issues surface in different populations of graduate students. Yet there are alsoissues of greater concern to one set of students than another. Moreover, not all students froma particular group share the concerns listed. Indeed, a great deal of variability exists withineach group in regard to their perspectives and experiences. Therefore, when we note suchproblems as “women can find it difficult to speak up in class,” we refer to common problemsfound in that community.If you recognize your experiences in what you read below, we want you to take comfort inknowing that you are not alone. Realize that the concerns you face are not due to anypersonal deficiency, but are issues that others face as well. On the other hand, if you do notshare the experiences described, we hope the following material will provide you with insightinto issues facing others who are different from you.After detailing each issue, we offer a list of actions you can take to help to improve thegraduate experience for yourself and other students. We consider this to be just the start ofpossible recommendations. We would appreciate hearing from you about other ideas so thatwe can share these with the graduate community as well   17  
  18. 18. Common  Themes  Across  Groups  The Imposter SyndromeAt one time or another nearly every graduate studentwonders about his or her competence. “Sure, I got intograd school, but it is just a matter of time before (insert badnews here: I am exposed, I get kicked out, they find their mistake, or I fail.) I am obviouslynot as smart as everyone else, and that will soon become obvious.”Often, even new faculty members suffer from the imposter syndrome, wondering if the firstor the second published article was a fluke, if it is possible to repeat this kind of success. Theimpostor syndrome runs rampant in academia—and women and minority students areespecially prone to it.The impostor syndrome is the feeling of being an intellectual fraud, and it is particularly rifeamong high achieving persons. It is characterized by the inability to accept one’s success:denying accomplishments, awards, and academic excellence as well as dismissing success assimply luck, good timing, or perseverance. Those who suffer from Imposter Syndromebelieve that they have only fooled people into accepting them into their university orprogram. They deem themselves less capable than others believe. This, of course, is not true.What it is, however, is damaging to a graduate student’s self-esteem, and therefore, his or herproductivity. The Imposter Syndrome perpetuates an unwillingness to contribute todiscussions or to take reasonable risks in research projects for fear of being found out.Suggestions• Taking realistic and accurate assessments of your performance is key to moving past theimpostor syndrome. Such assessments, however, are difficult. With each success, take timeto jot down the specific actions that led to success as well as what experience and qualitiesunderlies your success at completing each action.• Perhaps more important is to realize that you are not alone. Talk with other students. Talkabout how youre doing and youll learn about their successes, failures, and concerns. Socialcomparison can help you see that others are in the same boat—we all question our abilities at   18  
  19. 19. one time or another. The tough part is to not let those questions detract from our work andour sense of competence.Need for Role ModelsStudents from historically underrepresented or marginalized groups have a harder timefinding faculty role models who might have had experiences similar to their own. As somestudents say, they want to find “someone who looks like me;” “someone who immediatelyunderstands my experiences and perspectives;” “someone whose very presence lets me knowI, too, can make it in the academy.”Suggestions• Work with your faculty mentors to get names of other people in your department, across theuniversity, or at other universities who may have had experiences similar to yours.• Don’t lose sight of the fact that you can receive very good mentoring from faculty who areof a different gender, race, or culture. After all, past generations of minority scholars did justthat. As one professor of color pointed out: “It is important to develop ties and networksirrespective of race and gender but based on what people can offer.”• When job openings arise, work within your department or program to identify qualified jobcandidates who represent diverse backgrounds. Attend the job talks and meet these potentialfaculty mentors.Questioning the CanonsStudents from underrepresented or marginalized groups, particularly those in the socialsciences and humanities, sometimes find that their perspectives or experiences do not fit intothe current academic canons. At the worst extreme, some students from other universitieshave reported that when they select research questions focusing on race, gender, or sexualorientation, professors deem their work irrelevant. More commonly, underrepresentedstudents find that their experiences are missing from current theory and research. Thesestudents need safe environments where their thoughts can be shared and valued, as theyexplore, and possibly challenge, traditional inquiry.   19  
  20. 20. Suggestions• Be prepared to show a faculty member the value and relevance of new lines of inquiry.Formulate a strong argument about the importance of this question to the growth of yourfield. Introduce a scholarly article or essay as an example of the work you would like to do.Test your argument by talking with peers and others who could give you helpful feedback.Unfortunately, not all students meet with success in doing this. Some students are able to findother faculty who are receptive; others change the focus of their dissertations with plans toresume this interest after they complete their degrees; while still others change theirdepartments or choose to go to other universities.• There are many interdisciplinary programs and research centers across campus that mayprovide you with a community of scholars with interests similar to your own.Fear of Being Categorized as a “Single-Issue” ScholarSome students are concerned that by selecting dissertation topics that focus on such issues asgender, race, or sexual orientation, others will see them as being only interested in thesetopics for the rest of their professional careers.Suggestions• Throughout your graduate school career, demonstrate the breadth of your intellectualcuriosity through your contributions in classes, seminars, brown bags and lectures.• As you develop your mentoring relationships, be clear with the faculty about the range ofyour research interests.• When you go out on the job market, be sure to talk about your other researchFeelings of IsolationStudents from historically underrepresented groups can feelparticularly isolated or alienated from other students in their departments, especially if thecomposition of a program is highly homogenous.   20  
  21. 21. Suggestions• Ask mentors or peers to introduce you to students and faculty with similar interests. • Investigate organizations within or outside the University that might provide you with a sense of belonging. Some examples are cultural and religious groups, as well as reading groups and professional associations.Burden of Being a SpokespersonStudents from underrepresented groups often expend a lot of time and energyspeaking up when issues such as race, class, gender or sexual orientation ariseor are being ignored. These students point out how most of their peers have anadvantage in not carrying such a burden.Suggestion• Seek out support and strategies from others facing this same situation. Plug into othernetworks in your department or across campus. Perhaps one of the many student groups canhelp you.Seeking BalanceStudents observe that professors need to devote large parts of their lives to work in order tobe successful in the academy. Students from all disciplines say that they feel faculty expectthem to spend every waking minute of their days on their work.Suggestions• Look for workshops or panel discussions exploring the topic of balancing work and home.• Seek out role models whom you can talk to about how they balance themany sides of their lives.   21  
  22. 22. Themes  Particular  to  Specific  Groups  Women Graduate StudentsAssertivenessWhile traditionally females have been raised to be polite and soft-spoken, it is clear thatsuccessful graduate students need to assert themselves in classroom discussions. Manywomen report the difficulties they have in speaking up in class. Too often, they find that inorder to say something in class, they have to interrupt another student. Women often see interjecting themselves in this manner as being rude and disrespectful. Some fear that their lack of participation in discussions will be wrongly interpreted as their not having any thoughts at all. On the other hand, other women tell us that when they assert themselves, they are subjected to criticism in a way that men are not—even though it is the same behavior.CompetitivenessResearch has verified that many students, but especially women, can feel alienated by thecompetitive and critical atmosphere that pervades many graduate programs. Women arecertainly capable of being critical of others’ work when they think it is appropriate, but theysee some students as being overly critical in order to appear intellectually superior. Womentoo often see that the system does not reward one for praising the contributions of otherscholars. Some women students suggest that graduate school would be less competitive ifthere were more opportunities to do collaborative work.Importance of Positive FeedbackBoth male and female students can find that they do not receive much clear positive feedbackon their work in graduate school. Although this is problematic in its own right, it also appearsthat the lack of positive feedback leads women, more so than men, to end up doubting theircapabilities (Nerad, 1992). In addition, women graduate students tend to think that anynegative experiences they have in graduate school are due to personal deficiencies inthemselves, while men tend to attribute negative experiences to insufficient guidance or toproblems within the department (Nerad and Stewart, 1991). Moreover, men are more content   22  
  23. 23. than women with mentors who are impersonal but offer instrumental advice. Women tend tointerpret a professor’s distance as an indication that the professor has a negative opinion ofthem.Suggestions• Consider talking to the professor about what is going on in his or her classroom that makesit difficult for you to participate. Suggest specific ways he or she could make it easier for youto participate in class discussion. For instance, you may find it helpful if the professor directsa question to you about what you think about a particular topic. In addition, think of ways toparticipate that do not require someone else’s intervention. Write down your questions orpoints you want to make in class. This will make it easier to see when an interjection isappropriate. Or, consider starting the class discussion by making an initial comment.Learning to manage the floor will be of service to you throughout your academic career.• If you find that a professor only engages in brief conversations with you about the task athand, do not jump to the assumption that this person does not value you as a student.Understand this may just be the way this person is, or that s/he may not have time for moreinteraction, and this is not necessarily a reflection on you. Don’t forego the types ofassistance this person may be able to give you. Take his or her assistance and look elsewherefor more personal types of support. Remember that the task at hand is typically the firstpriority.For more information on Women’s ResourcesWomens Resource CenterThe Womens Resource Center (WRC) at the University of California, Riverside offersprograms and services which provide awareness and proactive response on female and malestudents’ issues and concerns, connecting theory, research, experiential learning, co-curricular development, and practical application. The WRC promotes student retention,safety, equal opportunity, and knowledge and skill development. The Center enhancesquality of life through advocacy, educational programs, counseling, enrichment activities,support groups, and referrals.   23  
  24. 24. 260 Costo Hall Department of Womens StudiesRiverside, California 92521 2033 CHASS Interdisciplinary Building(951) 827-3337 University of California, RiversideAdrienne Sims, Director Riverside, CA 92521(951) 827-3466 Phone: 951-827-6427drasims@ucr.edu Fax: 951-827-6386http://wrc.ucr.edu/ http://www.womensstudies.ucr.e   24  
  25. 25. Lesbian, Gay, Bisexual, Transgendered, Queer (LGBTQ)Graduate StudentsHomophobiaLGBT students maintain that it is not uncommon toencounter homophobia in the classroom—either as astudent or as a graduate student instructor. Remarkscan range from the blatantly offensive to the lessobvious such as “that is so gay.”HeterosexismLGBT students often hear professors and students in classes or in social settings discuss agiven subject with the unconscious assumption that everyone is heterosexual.Even faculty and students who are aware of gender and racial issues may be unaware oftheir tendency to think about the world from an exclusively heterosexual perspective. Asa result, LGBT students may find their experiences are not represented in research or indiscussions.DisclosingBeing out as an LGBT student (or faculty) is not a one-time event, but instead is a decision the person experiences each time s/he enters a new situation. LGBT students face a burden of having to assess the personal, social, and political ramifications of disclosing their sexual orientation each time they do so. Since heterosexual students do not have to disclose their sexuality, only LGBT students face these physically andemotionally draining experiences.
  26. 26. Suggestions• Only you can assess your environment and know when and where it is comfortable foryou to be out. However, you may find it helpful to talk with other LGBTQ graduatestudents and/or faculty.For more information on GLBTQ ResourcesLesbian Gay Bisexual Transgender Resource CenterThe LGBT Resource Center provides support, education, and advocacy regarding sexualorientation and gender identity for the UC Riverside campus community.245 Costo HallUniversity of California, Riverside, CA 92521http://out.ucr.edu/   26  
  27. 27. Underrepresented Minority Graduate StudentsStudents of color speak passionately about many issues, most of which are covered in the section entitled “Common Themes Across Groups.” Among these issues, the one most often cited was their lack of role models. The lack of faculty of color reduces their chances of finding someone in their fields who “looks like them.” Low numbers of faculty of color convey the message that the academy remains an unwelcoming environment for many who are not white. Students report that many underrepresented students, especially African American and Latino students, sometimes feel other students and faculty assume they are less qualified to be in graduate school. On the other hand, AsianAmerican students are burdened by the “model minority” myth, which assumes they areexemplary students particularly in math and science. Stereotyping in either direction hasnegative consequences for students of color.Sometimes underrepresented students are or feel overlooked for Graduate StudentInstructor and Graduate Student Research Assistant appointments. As a result, thesestudents have fewer opportunities to interact with faculty or to experience the formal andinformal mentoring that occurs for student instructors or research assistants. They alsomiss the teaching and research experiences that strengthen their graduate work and theircurricula vitae.Suggestions• Even though you may know you are competent, be aware that stereotyping canundermine your confidence in your own abilities. Should you start to feel a dip in yourself-confidence, discuss these feelings with a fellow student (or a group of students).Youmay also find help from a trusted professor or perhaps a counselor.   27  
  28. 28. Office of Affirmative ActionThe Office of Faculty & Staff Affirmative Action at UCR provides comprehensiveservices to the campus addressing questions and concerns regarding equal employmentopportunity and affirmative action in employment. The Office strives to eliminateinappropriate barriers in accordance with Federal and State laws, as well as Universitypolicies. Services provided to the campus include policy development and updating of thecampus’ Affirmative Action Plan, investigations of complaints, mediation of disputes, aswell as advising the campus on laws, rules, regulations, and issues affecting equalopportunity and affirmative action. In addition, the office monitors the recruitment andselection of faculty.Surge Building 339900 University AveRiverside, CA 92521951-827-5604AffirmativeAction@ucr.edu  African Student ProgramsBorn from the historic struggles against oppression in all forms, African StudentPrograms was created in 1972 to sustain a socially just and inclusive campus community.As people of the African Diaspora, we honor our multiple identities and cultures andadvocate for their inclusion in defining the values of the university.133 Costo HallRiverside, CA. 92521Phone: 951-827-4576Fax: 951-827-3995http://asp.ucr.edu/Asian Pacific Student ProgramsThe Asian Pacific Student Programs Office strives to promote a diverse learningenvironment, providing the UC Riverside community with opportunities to learn fromand about the Asian and Pacific Islander student population. We support students in their   28  
  29. 29. pursuit of academic excellence, and as they contribute to the growth of our campus. Westrive to maximize each students leadership potential, promoting their involvement indefining their own issues and advocating for their own concerns. We promote aneducational dialogue that respects and embraces the unique histories and experiences ofethnic communities, and incorporates these values into the development of the culturalfabric of the institution.244 Costo HallUniversity of California, Riverside, CA 92521951- 827-7272http://www.apsp.ucr.edu/  Chicano Student ProgramsChicano Student Programs was founded on campus in 1972. It remains the only existingChicano student services department in the UC system. The “official” purpose ofChicano Student Programs was to “create a vehicle for professors to become active withthe Chicano community.” But Chicano faculty along with students and staff on campuswere already reaching out to the community so the need to solidify these efforts wasaddressed by creating Chicano Student Programs.Estella AcuñaDirectorE-mail: estella.acuna@ucr.eduPhone: 951- 827-3822http://csp.ucr.edu/Native American Student ProgramsThe Native American Student Programs office provides educational, cultural, and socialsupport for American Indian students. This office coordinates a variety of activitiesdesigned to expand education awareness for American Indian students as well as thecampus community. NASP encourages the development and enhancement of leadershipand interpersonal communication skills through active participation, which makes it   29  
  30. 30. possible to plan and implement innovative programs, that promotes and educates thecampus community about the uniqueness of American Indians.Office Hours: M-F 8a.m. - 5p.m.Phone: 951-827-4143 951-827-4396Joshua Gonzales- joshuag@ucr.eduJohn Valdez- john.valdez@ucr.eduMailing Address:Native American Student ProgramsUniversity of California, Riverside229 Costo HallRiverside, CA 92521www.nasp.ucr.edu   30  
  31. 31. International GraduateStudentsIssues of Culture and Language in theClassroomChoosing to study in the United States meansthat many of our international students nowneed to function in a second language and adjust to a new set of cultural and educationalnorms (Trice, 1999). For instance, many international students find American classes tobe unnecessarily competitive. Students from East and Southeast Asia, who were trainedin educational systems where the student’s role is to be passive, are shocked to seeAmerican students speaking up without being called upon and challenging the remarks ofprofessors and peers.They fear that if they do not exhibit these behaviors, the faculty will judge them to be lesscapable and/or less intelligent. Many international students also state they are unclearabout academic rules and regulations. Lastly, some international students have expresseddisappointment with the fact that their classes incorporate very little in the way ofinternational perspectives and that American faculty and students undervalue theexperiences they bring into the classroom.Social StressesWhile many graduate students experience the stress of having moved away from familiesand friends, international students have an even greater sense of displacement.International students who bring their partners and children with them have worries abouthow well their families are adjusting to American life overall and to Riverside inparticular. In addition, a significant number of international graduate students cite thefollowing as concerns: loneliness, not knowing how to socialize with Americans, andbeing unable to find people patient enough to speak with them (Trice, 1999). A furthercomplication is that upon returning home, international graduate students find that   31  
  32. 32. because of their different dress, talk and behavior, they have become “foreigners” in theirown countries.Suggestions• Ask advanced international students for advice.• Talk with faculty about your past training and point out the new demands you face fromthe American educational system. If it is hard for you to jump into classroom discussions,ask if they will help you acclimate by temporarily calling on you for specific responses,or suggest some other strategy.• If you find it difficult to converse over e-mail, let faculty know that seeing facial andbody expressions helps your understanding. Remember that most faculty will be willingto accommodate your needs, but first they must know what those needs are.• Although you may be tempted to spend all your social time with peers from your homecountry, seek out as many opportunities as possible to interact with other students as well.If you are still learning English, these interactions will provide you with opportunities topractice and improve your language skills.    For more information on Resources for International StudentsThe International Education Center offers support services to those interested inopportunities abroad, assists international students, and promotes intercultural programs.We also make arrangements for protocol and international guests, present foreignspeakers, and house an international resources library of catalogs, books, maps, andvideos on various options for international study, work, volunteer and internships.Statistics Computer Building, Room 1669.Riverside, CA 92521Tel: (951) 827-1012Tel: (951) 827-4113http://internationalcenter.ucr.edu/   32  
  33. 33. Graduate Students with Family ResponsibilitiesWhile this section was written with students who have parentingresponsibilities in mind, many of the same issues pertain to those whoare responsible for the care of their parents or other dependents.Dual CommitmentsStudents with parenting responsibilities are committed to beingsuccessful graduate students and feel they can succeed by being highly organized andintensely focused during the blocks of time they carve out for their studies, lab work, andother academic duties. Unfortunately, they all too often feel that some professors perceivethem as lacking in commitment to their fields because they have another priority in theirlives. This situation is exacerbated when an emergency arises, such as an ill child, andmakes it impossible for them to attend classes or meetings. The intensity of childcaredemands does not stop once a child enters school because then there are concerts, sports,and classroom activities in which parents need to be involved.IsolationBecause of family demands, students may not be able to attend some social, academic,and professional functions. As a result, they can feel isolated from others in their cohortand from their departments as a whole.Time ConstraintsStudents with family responsibilities typically need to be home in the evenings to tend tothose in their care. Difficulties can emerge in a group project since commonly otherstudents find the evenings the best time to meet. In addition, it is often difficult forstudents with parenting responsibilities to come back to campus for evening lectures ordepartmental meetings.   33  
  34. 34. Suggestions• Meet other graduate students who can share the strategies they employ for balancingacademic and family demands. They can connect you to a network of other students andpoint you to helpful resources.• Try to find faculty who have children and are highly involved in their children’s lives–or who appear to be very understanding. Often departmental staff will know who thesepeople are. In addition, when you are in a professor’s office look for pictures of children.Listen for faculty members who incorporate stories about their children in their classes ordiscussions. Look to these faculty members as people who can provide advice andpossible support to you.• When working on a group project, suggest that the meetings take place at your house, ifyou find this would be easier for you.• Consider bringing your children to some departmental social functions and/or into theoffice. Most likely you will find that your peers enjoy the opportunity to interact withchildren and that you then have the chance to engage in some adult conversations.Furthermore, until your classmates and professors see your children, they will notunderstand what your family life is like.• If you use a cell phone as a means of being connected with your child care provider oryour teenage children in case of an emergency, discuss this with your course professors.       34  
  35. 35. Graduate Students with Working-Class BackgroundsEconomic Concerns Students from working-class backgrounds often do not have family members they can turn to for monetary support through graduate school. In addition, some students have the responsibility of financially supporting parents, siblings, or other relatives. Access into Professional NetworksThese graduate students are aware they may not have or know how to developprofessional networks as effectively as their peers who come from more advantagedbackgrounds (especially those who grew up within academic families). This disparity ismost visible when they attend conferences or when they seek summer employment.Summer Professional OpportunitiesThese graduate students also see a progressive disparity in what they and their moreadvantaged peers can do during the summer. The latter, because of their families’financial assistance and their enhanced access to professional networks, can more easilyafford and secure internships which provide them with further professional development.In contrast, students from working-class backgrounds may need to work in better payingjobs which are far removed from their graduate studies. Thus, students from working-class backgrounds feel they are falling behind in their graduate careers by not havingmore relevant job experiences over the summer. In addition, they fear some professorsmay not understand their financial situations and mistakenly assume they are lessseriously involved in their academic work than more advantaged students. Difference in Background Experiences Students from working-class backgrounds also told us how intimidating it can be to hear about the past travels and experiences of some of their fellow students. Students, especially those in the arts, humanities and   35  
  36. 36. social sciences, can feel vulnerable knowing that some of their peers have traveled to, oreven lived in, the foreign countries they are studying.Disjunction with Family and FriendsOnce socialized into their disciplines, students can often find it more difficult both to talk to their families and old friends about their work and for families and friends to understand their new endeavors. This communication gap can make students feel like they are no longer able to live within their old worlds, but they are not yet comfortable in their new worlds.Suggestions• You will need to be creative and resourceful in order to find a suitable summer positionor combination of positions. Understand that you will need to initiate this strategizing.Plan far ahead and don’t wait until spring to begin this conversation with mentors andothers.• Look up places and events to which other students refer so that the next time they comeup in discussion or conversation, you are not left out.• Work to maintain your relationships with family and old friends as you learn to navigatethe university. Invite them into your academic life by sharing what you are learning, butremember, it is hard for them not to fear that you are leaving them for another world, onethey often see as inaccessible to them.   36  
  37. 37. Graduate Students with DisabilitiesObviously students with disabilities have different needs and concernsdepending upon the types of disability they have. For example, astudent who is visually impaired has needs different from the studentwho uses a wheelchair or a student with a learning disability. Yetstudents’ needs will also vary depending upon whether they have had their disabilitiessince birth or whether their disabilities developed later in their lives. In this section, wetry to deal with issues confronting those students with physical disabilities, those withlearning disabilities (such as attention deficit disorder and dyslexia) and those withpsychological illnesses (such as depression and bipolar disorder).Reluctance to Ask for HelpStudents with disabilities often fear that they may appear to be too dependent—orbecome too dependent—if they ask for help. This is especially true for those who haveexperienced a fairly recent onset of a disability and are unaccustomed to asking for help,as well as for those who have disabilities that are invisible to others, such as individualswith learning disabilities or chronic psychological illnesses.Effort Exerted Just to Keep UpFor those with physical and learning disabilities, meeting the basic requirements demandsmuch more time and energy than it does for students without disabilities. Some studentsfind they cannot participate in certain professional activities (such as submitting papersfor conferences) as much as they would like because they need to devote all their timeand energy to meeting the deadlines of their programs.Problems that Arise from Last Minute ChangesChanges in reading assignments can be very difficult for students who are visuallyimpaired. At the beginning of the semester, students who are blind or severely visuallyimpaired have their readings converted into Braille. Any readings added on at a later datemean they need to make special emergency trips to have these new materials translated in   37  
  38. 38. a short period of time. Changes in room locations are also a hardship for visually andphysically challenged students.For students with disabilities• It is best if you communicate your needs to your professors and mentors, otherwise theywill not know how to help you or that, in fact, you are in need of help. You should do thisat the beginning of the semester so that the faculty member can make properaccommodations. If your situation changes, update those who need to know.• Avoid taking a grade of “incomplete” if at all possible. If you have to take anincomplete, commit to finishing the work within a couple of weeks. Bear in mind that theincomplete stays on your transcript—even after you receive a letter grade.• Use the summers to catch up on unfinished work if necessary and to get an early jumpon your work for the fall.• If you are having difficulty keeping up with the readings for a class, ask your professor to prioritize them for you. You can trust that all the other students in the class will benefit from this as well. • Especially for those with psychological disabilities: Find a professional practitioner that you trust. Bear inmind that various types of social support will be crucial during your graduate studentdays, so strongly resist any urge to isolate yourself.• Be very realistic about how much work you can take on. During your first semester,take the lightest load possible so that you can adapt to your new environment.• As one student told us, “Demonstrate your abilities, not just your disabilities.”For instance, if you have a physical disability, be sure to write on the board or useoverhead projectors if you can do so (especially in job interviews).   38  
  39. 39. Student Special ServicesEvery student at UC Riverside deserves to have the opportunity to make the most of theiruniversity experience. That’s why we ensure that students with disabilities have equalaccess to educational programs and can fully participate in all aspects of campus life. Ourdepartment is also a safe haven for Veterans and their families.Whether you’re affiliated with the Army, Navy, Air Force or Marines, you’re a UCRHighlander now and we want to help you obtain all of the educational benefits you’veproudly earned.Our regular office hours are Monday through Friday, 8:00 a.m. to Noon and 1:00 p.m. to5:00 p.m. The office is open year-round except for University Holidays.125 Costo Hall.Riverside CA 92521http://specialservices.ucr.edu/   39  
  40. 40. Non-Traditional Returning Graduate StudentsIt is common for non-traditional age students (i.e., “the chronologically advantaged”) tobe more focused and aware of what they want out of graduate schoolthan their younger colleagues. Perhaps one of their biggest assets isthey are not intimidated by the prospects of engaging in discussionswith faculty. Yet older students often face their own types of problems.Devaluation of Life ExperiencesMany older students have returned to school after spending aconsiderable number of years either running a business, working in industry or the publicsector, or raising a family. One of the most difficult issues these students face issometimes finding that their relevant ‘real life’ knowledge is of little use or value in theclassroom. This is particularly frustrating when their vast array of experiences contradictthe research and theory they are studying. Fear of Having “Rusty” Skills Older students who have been out of school for a number of years can fear competing with their younger counterparts. They may see the younger students as being more up-to-date on the current issues within theirdisciplines and as having more computer experience.Invisibility in the ClassroomOlder students commonly describe how bad they feel when a professor refers tosomething from several decades back and then says, “And of course none of you wouldremember that.” Although not intended in a harmful way, this remark makes olderstudents feel as though their presence in the classroom is not being acknowledged.   40  
  41. 41. Isolation from Fellow StudentsBecause of the age differences between them and their peers, many older students feelsomewhat socially isolated. Although friendships can develop with their youngercolleagues, older students are aware that some of their fellow students are the ages oftheir own children. Furthermore, many of the older students tell us they no longer want tobe in the places where younger students go to relax and socialize.Awkwardness with FacultyNon-traditional age students can be close in age or even significantly older than theirprofessors. These students report that some faculty are much more comfortable with theyounger students than with them.Suggestions• Don’t be afraid to ask younger students about suggestions for readings or otherassistance as you develop new skills.• Initiate social activities such as dinner parties. Begin and end them at hours that arereasonable for you.   41  
  42. 42. Mentoring  Issues  Facing  Underrepresented  Faculty  Women and minority faculty also face special issues. Although this may not be anexhaustive list, we include this information so that you can be aware of some of thefaculty issues as well.I. Double DutyMinority and women faculty often mentor a higher number of graduate students than their peers. Students seek them out not only because of their research and professional interests, but also because of their gender, race, or orientation. As the number of women faculty and faculty of color remains low, these few faculty attract many students. Suggestions Be sensitive to the heavy mentoring load of minority and femalefaculty by always being efficient with the time they give you.II. Problems Mentoring from a Marginalized PositionIn contrast to the problem above, faculty of color, female faculty, and LGBTQ faculty areaware that some graduate students do not select them as advisors or committee membersbecause of their marginalized positions in the academy. Graduate students perceive thatthese faculty wield less power and influence inside and outside their departments.Historically marginalized faculty are therefore seen as being less effective in providingthe types of instrumental assistance graduate students need.SuggestionsRemember, by having a team of mentors, you will not be harmed in any way if you workwith someone who truly has limited access to powerful networks of your discipline.   42  
  43. 43. By working with faculty who have been historically marginalized in the academy, youcan help to raise their status. Your current and future productivity will positively impacttheir reputation in your field.Use opportunities both within and outside the University to highlight the academic workand mentoring skills of a faculty member who is undervalued in your department.III. Double StandardsWomen faculty can feel that some female and male students expect them to be morenurturing and emotionally supportive than their male counterparts. Junior faculty are inan especially difficult situation because excessive time spent in mentoring jeopardizes theamount of time they have to carry on the work needed for promotion.SuggestionsAsk yourself whether you are demanding more of women faculty than men faculty. Ifyou feel disappointed with the way a woman faculty member interacts with you, askyourself whether you would have the same reaction if the professor were a man. Respectthe fact that not every female professor will be able to provide the amount of emotionalsupport you want. Don’t let this deter you from obtaining and appreciating what she iswilling to offer you.IV. Needing to Prove Their LegitimacySome women professors and faculty of color feel that certain students question theirlegitimacy as professors because of their race or gender. These faculty state that studentschallenge their authority in the classroom, and generally do not accord them the samelevel of respect that they give to other faculty.SuggestionsDo you have higher esteem for certain categories of faculty than for others? If you arebeing critical of a faculty member, could it be that you are reacting to a style, an accent ora speech pattern that makes you consider them in a critical light?   43  
  44. 44. Looking  Ahead:    Growing  Your  Mentoring  Team  for  Years  2-­5    You, your peer mentor, and your faculty mentor make upyour initial mentoring team. It is likely that you will also interact with other mentors fromyour mentoring tree. You will certainly meet one or more other graduate students fromyour college that are in the mentoring program. This team will support you while youfind your feet at UCR. While you have this benefit of selected faculty and peer mentorsduring this first year, it is possible that these mentors won’t be aligned closely enough toyour specific research interests to guide you in some of the ways you will need after yourfirst year. Therefore it is important that you also begin to think about how to chooseadditional mentors that will support you later and throughout your graduate career.Rather than trying to find one mentor, think of building a new mentoring team that mayor may not include some or all of your current mentors.Carefully selecting a team of mentors that fits your needs increases the likelihood thatyou will receive the experiences and support you desire. In addition, it is to your benefitto have multiple faculty members who are knowledgeable about your work and can speakto its quality. A team can also serve as your safety net in case any one of the professorsyou work with leaves the University or if you later realize that a particular facultymember isn’t the best fit for your work.Be creative about whom you include on your team. Although this guide focuses onfaculty and peer mentors from your college at UCR, we also encourage you to considerdepartmental staff, retired faculty, faculty from other departments, faculty from otheruniversities, and friends from outside the academy as potential mentors.All of these people can help fulfill your needs and serve as part of your professionalnetwork.   44  
  45. 45. Considerations for Forming a Mentoring TeamAt a large research university like UCR, you need to understand that it is yourresponsibility to seek out interactions with faculty members. It is unrealistic to expect thata professor will come along and take you under his or her wing.As you get started in your search for faculty mentors, try to look for a balance of both junior and senior faculty and advanced graduate students since all can be of assistance to you, although possibly in different ways. For instance, while senior faculty may be more likely to help you with networking, junior faculty may be better in touch with the stresses and strains associated with being a graduate student. Advancedgraduate students have valuable information about lab etiquette, graduate studentdynamics, and social resources. Also, seek out faculty members outside of yourdepartment who have interests related to yours. (Remember, eventually you will needsomeone as a cognate member for your dissertation committee.)Choosing Faculty MentorsYou can identify potential faculty mentors within or outside your department using avariety of formal and informal means:• Familiarize yourself with professors’ work to gain a sense of their past and currentinterests and methodologies.• Immerse yourself in departmental academic and social activities. Observe how facultyinteract with colleagues and graduate students.• Enroll in classes being taught by faculty who most interest you. Attend their publicpresentations.• Ask advanced graduate students about their advisors and mentors. Share your interestsand ask them for suggestions about whom you should meet.   45  
  46. 46. Availability• To understand how much time the professor will be able to give to you, inquire abouthis or her other commitments. Also find out how much time the faculty member normallygives his or her students. Will that amount of time be sufficient for you?• Ask about the faculty member’s plans at the University. Does the professor anticipatebeing at the University during the entire time in which you are a student here? Will s/hebe away from the department for extended periods (on sabbatical or on a research project)and if so, what arrangements could be made to stay in communication?Communication• Are you able to clearly understand the professor?• Do you feel you are able to effectively communicate your thoughts and ideas?• Do you think you will be able to work closely with this person?• Do you think you will be able to accommodate to his or her professional and personalstyle?Expectations• What does the professor consider to be a normal workload? How many hours does he orshe think you should be spending on your research or creative project per week?• How often does the professor like to meet one-on-one?• Does the professor have funds to support you? Will these remain available until youcomplete your program?• Especially for those in the sciences and engineering: Is there potential for developing adissertation topic from the professor’s research project that you would find interesting?   46  
  47. 47. Does the professor have appropriate space and laboratory equipment for your needs?What is the size of the professor’s research group and is this optimal for you?Publishing• Does the professor co-author articles with graduate students? If so, be sure to ask abouttheir philosophy on first authorship.• Is the professor willing to help you prepare your own articles for publication?• What publishing contacts do they have that might be of assistance to you?In addition to telling them about yourself, you need to seek further information aboutthese faculty members. You are choosing to work with them, just as they are choosing towork with you. In order to assess the amount and type of support you can expect toreceive from a particular faculty member you will need to familiarize yourself with thefollowing:Presentations for performing and visual arts• Does the professor collaborate with students in public performances or exhibitions?• Does the professor have time available to work with you to prepare your projects forpublic presentation?• Does the professor use his or her professional contacts to assist students in presentingtheir own work to the public? Reputation with Graduate Students and Departmental Staff • Does the professor have a history of giving proper attention to his or her protégés? • Can the professor provide such things as teaching and researchopportunities, access to financial resources, guidance for completing your dissertation,access to professional networks, and assistance in career development?• Have former graduate students completed their programs in a timely fashion?   47  
  48. 48. • Who are the other scholars who have been mentored by the professor, and where dothey stand within the field? Ask yourself if this is where you are interested in being.• Is the professor comfortable talking about issues that are of a personal nature?• If you are interested in nonacademic careers, what is the professor’s attitude abouttraining and funding someone who is not necessarily going into the academy?Reputation within the Field• Talk with others in your field both inside and outside the University. What are commonopinions about the professor’s work?• Look at reviews of their work.Talk to ProfessorsThe most effective way to help yourself find a mentoring team is to talk to professors.Email the ones you are interested in, even mildly, prepareyourself for the meeting by doing some research on the facultymember, and then show up on time with your own credentials andgoals in order. You will find that UCR professors are ready andwilling to engage with you in your graduate studies pursuits.   48  
  49. 49. Wrapping  it  up  Certainly, not every person from the groups we have discussed feels the same way aboutall of these issues. We are all products of our environments; we are each unique, but wehope that those issues we have pointed to will help mentors and mentees alike understandas legitimate those feelings and positions described here.While it may seem that we make accommodations for underrepresented and non-traditional students, let us remember that the original scholar had his accommodationsbuilt into the academic system as it developed. It was a program created to serve a certainselect sector of the public. We condone neither lowering academic standards nor offeringspecial favors; rather, now we work to expand the service area of the university toaccommodate the vast array of students who have opportunities that only a few onceenjoyed.We have much to learn from our students here at UCR. We want to encourage ongoingconversation about mentoring and diversity issues within the Graduate School, and wewelcome your participation in that discussion. Feel free to contact Kim Palmore,Director, Professional Development by phone at 951-827-6113 or by email atkim.palmore@ucr.edu with any comments and suggestions you have.Graduate school, and life as a whole, can at times be very stressful. We hope thishandbook has made you aware that there are various ways students can obtainprofessional assistance for issues that may arise.     49  
  50. 50. Graduate  Division  Contacts    Deans100 University Office Building951-827-4302Joseph W. ChildersGraduate Deangraddean@ucr.eduKen BaerenklauAssociate Dean, Graduate Academic AffairsResponsibilities include petitions, employment, grievances, academic integrity andprofessional development. ken.baerenklau@ucr.eduLeah HaimoAssociate Dean, Recruitment and OutreachResponsibilities include graduate student recruitment and outreach, supervision ofUCLEADS and AGEP programs.leah.haimo@ucr.eduDean’s OfficeKennet LaiAssistant DeanChief staff officer, budget control (graduate student financial aid and departmentalbudget)kennett.lai@ucr.eduAmanda Wong, Analystamanda.wong@ucr.eduSherry Gonzalez, Analystsherry.gonzalez@ucr.eduYung PhungSenior Administrative AnalystGraduate Support Management Manages fellowship budgets and works with programs toprovide financial reporting and data analysis relating to fellowships and recruitingyung.phung@ucr.edu   50  
  51. 51. Academic Affairs140 University Office Building951-827-3315The Academic Affairs section of the Graduate Division is the unit within the GraduateDean’s Office that handles all matters pertaining to the academic record, employment,and fellowships of graduate students. We work closely with the Graduate Advisers andGraduate Program Assistants on problems that may arise in these areas with theirgraduate students helping them to interpret the rules and regulations of the Office of thePresident, Academic Senate, and Graduate Council. The division also approves allstudent petition, dissertation, thesis, and qualifying exam committees for the Dean,approves all advancement paperwork and all theses and dissertations. Additionally, weprovide the certificate of completion of all degree requirements. If the student needsassistance in finding financial support this office provides help.Linda G. ScottDirectorOversees all matters relating to graduate academic affairs, employment and TADP  gdivls@ucr.edu    Karen SmithAdministrative AnalystOversees graduate student employment and fellowships; processes petitions for leaves,Withdrawals, half-time status and ESL issueskaren.smith@ucr.edu    Kara OswoodAdministrative AnalystResponsible for degree progression issues and petitions, including committee approval,advancement to candidacy, dissertation/thesis formatting, and graduationkara.oswood@ucr.edu                   51  
  52. 52.    GradPREP  GradPREP launched in graduate division this year. It includes well established programs:the Teaching Assistant Development Program (TADP) and the One to One TA MentorProgram; developing programs: The English Language Development Program (ELDP), TheGraduate Student Mentoring Program (GSMP), and The University Teaching Certificate Program(UTC); and introduces this year The Graduate Student Writing Center (GSWC) and The GraduateStudent Resource Center(GSRC). The GradPREP concept engages faculty, departments, andgraduate division in an effort to provide professionalizing opportunities to UCR graduatestudents. The programs supported through GradPREP offer support services, work experienceopportunities, and career help. GradPREP both establishes a community for UCRgraduate students and encourages them to realize their full potential.Kim PalmoreDirector, Professional Development  Oversees GradPREP Programs. Assists in development of special projects and grantproposals pertinent to graduate student professionalization.  kim.palmore@ucr.edu  Academic Preparation and OutreachAcademic Preparation and Outreach is a vital component of the Graduate Division (andthe campus as a whole) and strives to diversify and increase our graduate studentpopulation by facilitating the recruitment and retention of highly qualified students inUCRs 45 graduate programs.Maria Franco-AguilarDirectorConducts graduate student outreach and recruitment activities. Coordinates diversityfellowship competitions, Mentoring Summer Research Internship Program, UC LEADSand AGEP. Assists in development of special projects and grant proposals pertinent tograduate student recruitment.maria.franco-aguilar@ucr.edu         52  
  53. 53. Academic  Integrity  Guidelines   (Taken from Academic Senate Policies: www.senate.ucr.edu)At the University of California, Riverside (UCR) honesty and integrity are fundamentalvalues that guide and inform us as individuals and as a community. The academic culturerequires that each student take responsibility for learning and for producing work thatreflect their intellectual potential, curiosity, and capability. Students must representthemselves truthfully, claim only work that is their own, acknowledge their use of others’words, research results, and ideas, using the methods accepted by the appropriateacademic disciplines and engage honestly in all academic assignments. Misunderstandingof the appropriate academic conduct will not be accepted as an excuse for academicmisconduct. If a student is in doubt about appropriate academic conduct in a particularsituation, he or she should consult with the instructor in the course to avoid the seriouscharge of academic misconduct.CHEATINGExamples include but are not limited to:· copying from another students examination, quiz, laboratory work, or homeworkassignment· possession or use of pre-prepared notes or other resources, during an examination· allowing others to conduct research or to prepare work for you· submitting for academic advancement an item of academic work that you havepreviously submitted for academic advancementPLAGIARISMIncludes the copying of language, structure, or ideas of another and attributing (explicitlyor implicitly) the work to one’s own efforts. Plagiarism means using anothers workwithout giving credit. Examples include but are not limited to:· copying information from computer-based sources, i.e., the Internet· allowing another person to substantially alter or revise your work and submitting itentirely as your ownUNAUTHORIZED COLLABORATIONExamples include but are not limited to:· working with other students to do work, review books, or develop a presentation orreport without permission or direction from the instructor to do so   53  
  54. 54. · making information available to a student who did not attend the class· submitting a group assignment, or allowing that assignment to be submitted,representing the project is the work of all of the members of the group when less than allof the group members assisted substantially in its preparationFACILITATING ACADEMIC DISHONESTYExamples include but are not limited to:· intentionally or knowingly helping or attempting to help another student to commit anact of academic misconduct· permitting your academic work to be represented as the work of another· signing in or substituting for another student in order to meet an academic requirement· providing specific information about a recently given test, examination, or assignmentto a student who thereby gains an unfair advantage in an academic evaluationINTERFERENCE OR SABOTAGEExamples include but are not limited to:· destroying, stealing, changing, or damaging another’s lab experiment, computerprogram, term paper, exam, or projectFABRICATIONExamples include but are not limited to:· falsifying the results of any academic work or fabricating any data or information· falsifying, altering, or misstating the contents of documents or other materials related toacademic mattersFAILURE TO COMPLY WITH RESEARCH REGULATIONS:Failure to comply with research regulations such as those applying to human subjects,laboratory animals, and standards of safety.As a student you should be familiar with the policies and guidelines.   54  
  55. 55. Works  Cited  and  Consulted  Adams, H. G. (1992). Mentoring: An essential factor in the doctoral process for minority students. The GEM Program, Notre Dame.Anderson, M. S. (Ed.). (1998). The experience of being in graduate school: An exploration.Atkinson, D. R., Neville, H., & Casas, A. (1991). The mentorship of ethnic minorities in professional psychology. Professional Psychology: Research & Practice, 22(4), 336-338.Bowen, W. G., & Rudenstine, N. L. (1992). In pursuit of the Ph.D. Princeton: Princeton University Press.Brainard, S. G., Harkus, D. A., & St. George, M. R. (1998). A curriculum for training mentors and mentees: Guide for administrators. Seattle, WA: Women in Engineering Initiative, WEPAN Western Regional Center, University of Washington.“Graduate Student Peer Mentoring Handbook.” Graduate Student Senate. Washington University. Missouri. 2002.Hesli, V., Fink, E., Duffy, D. (2003, July). Mentoring in a positive graduate student experience: Survey results from the Midwest region, Part I. PS: Political Science and Politics, 36(3), 457“How to Mentor Graduate Students: A Guide for Faculty” Rackham Graduate School. University of Michigan. <http://www.rackham.umich.edu/ StudentInfo/Publications>.acKing, M. F. (2003). On the Right Track : A Manual for Research Mentors. Washington, DC: Council of Graduate Schools.Lee, A., Dennis, C., & Campbell, P. (2007). “Nature’s Guide for Mentors.” Nature, 447, 791-797.Mentors Peer Resources. Peer Resources-Learn About Mentoring. [On-line] http: www. mentors. ca/learnmentor.html   55  
  56. 56. “Mentoring Handbook for Students.” UNL Graduate Studies. www.unl.edu/gradstudies/ current/dev/mentoring/Murrell, A. J., Crosby, F. J., & Ely, R. (Eds.). (1999). Mentoring Dilemmas: Developmental Relationships within Multicultural Organizations. Mahwah, NJ: Erlbaum.National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. (1997).Omatsu, Glenn. Coordinator c/o Educational Opportunity Program (EOP). Peer Mentoring Resource Booklet. California State University at Northridge. <http://www.csun.edu/eop/ htdocs/peermentoring.pdf>.Paglis, L. L., Green, S. G. & Bauer, T. N. (2006, June). “Does Adviser Mentoring Add Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes.” Research in Higher Education, 47(4), 451-476.Rose, G. L. (2005, February). “Group Differences in Graduate Students’ Concepts of the Ideal Mentor.” Research in Higher Education, 46(1), 53 -80.Scott, Elizabeth. “Build Friendships with Good Listening Skills.” Stress Management. <http://stress.about.com/od/relationships/ht/howtolisten.htm>.Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). “Mentoring Relationships in Graduate School.” Journal of Vocational Behavior, 59, 326-341.UCRiverside. Home page. <www.ucr.edu>.   56