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2021 Scholars Program: Dr. Edgar R. Blevins
The document discusses choosing faculty mentors and finding mentoring communities for academic success, outlining the benefits of mentoring relationships, how to identify and select mentors, expectations of mentors and mentees, understanding the social environment, and developing a mentor community strategy including peer mentoring. It provides information on identifying mentors, the roles of mentors and mentees, and developing mentoring skills.
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2021 Scholars Program: Dr. Edgar R. Blevins
- 1. Choosing Faculty Mentors & Finding“Mentoring Communities” for Academic Success Dr. Edgar R. Blevins MATC Scholars Program March 26, 2021 - April 9, 2021 University of Nebraska-Lincoln
- 2. OUTLINE • Introduction • LearningObjectives • Learning Outcomes • Session Presentation • Conclusion
- 3. LEARNING OBJECTIVES • Whatis mentoring? • Benefits of mentoring • Identifying and selecting a mentor • Expectations of mentors and mentees • Understanding the social environment • Understand the components of a mentor community strategy
- 4. LEARNING OUTCOMES • Understandhow to select a mentor • Gained an appreciation for faculty mentors and advisors • Learn about mentor expectations • Know his/her responsibilities as a mentee • Develop a mentor community strategy
- 5. The word mentorhas a unique history. The word is in fact the proper name of a person, Mentor. The story of Mentor is found in Greek mythology’s epic poem Odyssey. The Odyssey is a poem about Odysseus, king of Ithaca, who led the Greek soldiers during the Trojan War. The story goes that Odysseus roamed the countryside for 10 years after the war before reaching home. However, before Odysseus went off to war he hired Mentor and entrusted him with the education of his son, Telemachus. Mentor became Telemachus's teacher, counselor, and guide. THE WORD MENTOR
- 6. MENTORING Mentoring is anenabling, one-on-one relationship that foster individual growth and development. It is an integrated approach that brings together the functions of coaching, advocacy, nurturing, sponsoring, and tutoring.
- 7. What does “FacultyMentor” mean to you? MENTORING Create a list of terms or phrases that define a faculty mentor. 1. 2. 3. 4.
- 8. Mentors have theability to assist graduate students of color with adjustment to both the academic and nonacademic aspects of graduate education. There are several models of mentoring programs at many universities throughout the country. The relationship involves an experienced individual (mentor) who influences the behavior, habits, performance and progress of a less experienced person (protégé). MENTORING
- 9. • What isan advisor? • This person is typically assigned to you by the department or graduate program. • Advisors duties and responsibilities includes: • Helps students select courses • Direct Thesis or Dissertation ADVISOR versus MENTOR
- 10. • Is anadvisor also a mentor? • Relationships with mentors tend to be deeper and more personal. Many students maintain contact with their mentors after graduate school and mentors often are a source of information and support as new graduates enter the world of work. ADVISOR versus MENTOR
- 11. Individuals in effectivementoring relationships • Experience fewer adjustment problems; • Advance at a faster pace; • Are more productive; and • Are more responsible for the choices they make. BENEFITS OF MENTORING
- 12. • Research literatureshows that greater success results from strong mentoring relationships. • Council of Graduate Schools survey of doctoral recipients report that the availability and quality of mentoring and advising played a major role in their ability to complete the degree. (2009) MENTORING AND ACADEMIC/CAREER SUCCESS DATA
- 13. 10-Year STEM DoctoralCompletions Rates Study shows 54% of URM doctoral students who entered their STEM programs at the participating institutions between May 1992 and April 2002 earned their doctorates within ten years. MENTORING AND ACADEMIC/CAREER SUCCESS DATA Source: Council of Graduate Schools, 2009
- 14. • One ofthe most important influences to a student’s pursuit of graduate education—if not the most important—is having a faculty mentor during a student’s undergraduate education. This is especially relevant for students of color who remain underrepresented in graduate education (Kim, 2011; U.S. Department of Education, 2014). MENTORING AND ACADEMIC/CAREER SUCCESS DATA
- 15. • Background • Buildingthe Relationship/Negotiating Agreement • Department Chair • Minority Faculty Member • Research Area • Planning for Mentoring • Developing Protégé /Maintaining Momentum • Ending the Formal Relationship IDENTIFYING A MENTOR
- 16. Characteristics of aGood Mentor The 3P’s of Effective Mentoring by Howard G. Adams and Associates, Inc. Effective mentoring provides protégés an EDGE: • PROCESS – strategies (“how-to) for problem solving. • PERMISSION – the okay to function; grants permission. • PROTECTION – shields from outside attacks. IDENTIFYING A MENTOR
- 17. Mentor’s Role • Provideinformation and/or resources • Give Advice • Detail Expectations • Share experiences and knowledge • Develop an academic plan and goals EXPECTATIONS OF MENTORS AND MENTEES
- 18. Protégé’s Role • Mustbe proactive • Express interest • Demonstrate appreciation of mentor’s time and support • Committed to learning • Receptive to being directed and learn from experiences EXPECTATIONS OF MENTORS AND MENTEES
- 19. Mentor of theYear 2019 University of Nevada-Reno Faculty Member Wins National Faculty Mentor of the Year Award By Institute on Teaching and Mentoring Dr. Kelly Cross “Mentoring is a brain to pick, an ear to listen, and a push in the right Direction.” ~John Crosby
- 20. Good mentorship consistof assessing, coaching, demonstrating, teaching, interacting, and counseling. This could lead to a protégé having a better understanding of the following: •Academic protocol •Organizational norms •Office politics •Skills and competencies required •Attributes and qualities to be successful •Avenues for advancement UNDERSTANDING THE SOCIAL ENVIRONMENT
- 21. Peer Mentoring • Whatdoes this mean to you? • Are there any benefits? COMPONENT OF A MENTOR COMMUNITY STRATEGY
- 22. • Peer-mentoring programfor new graduate students can supplement the mentoring provided by faculty • Builds community within the graduate program. • Peer mentors selected from more advanced graduate students should be trained at providing support to new students in their graduate program. • Peer mentors are often able to decipher the unwritten rules of the institution or the dominant culture and can be more effective than faculty in sharing survival skills. COMPONENT OF A MENTOR COMMUNITY STRATEGY Peer Mentoring
- 23. Mentoring Skills in thisarea are easier to develop as a graduate student than you think. Like teaching, mentoring requires skills that emphasize support, respect, constructive feedback, character and integrity. Mentors help mentees clarify goals (career, learning, educational) and carry out a plan to achieve those goals. Mentors guide and direct, share insights and knowledge, and show interest and enthusiasm in the development of their mentees.
- 24. UNL Mentoring Handbook- Itis written for mentors and mentees. A skillful mentor… • Supports others. • Encourages excellence. • Is enthusiastic. • Demonstrates respect and professionalism in all interactions. • Employs effective listening skills. • Builds constructive relationships characterized by mutual respect and cooperation. • Shows sensitivity to the needs of others. • Is interested in sharing expertise. • Uses good judgment. • Resolves difficult or complicated problems. • Thinks creatively. • Holds both him/herself and the mentee accountable. • Has an ongoing commitment to learning and development.
- 25. UNL Mentoring Handbook- Support •Encourage students to discuss their ideas; even those ideas students might fear are naïve or "crazy." • Work with students to set specific goals and measures of accomplishment. For example, help students set reasonable writing deadlines that ensure successful completion of a journal article or research paper. • Teach students to break large tasks into smaller ones to avoid being overwhelmed by the nature of school/research work. • Give students enough space to be creative. Do not rush in too quickly with interpretations of data or solutions to problems. By doing this, you prepare your trainees to work through projects independently, and you benefit from their insights and creativity. • Let students know it is okay to make mistakes. Remind them how much we learn from our failures.
- 26. UNL Mentoring Handbook- Respect •Acknowledge the skills and experience students bring with them to the classroom or the laboratory. • Give students your full attention when talking with them. Minimize interruptions during your meetings with them so they can experience more personalized time. • Develop a system for remembering previous conversations with a student and review those notes prior to scheduled meetings. • Tell students what you learn from them. This may help them realize they are potential colleagues.
- 27. UNL Mentoring Handbook- ConstructiveFeedback • Provide students with forthright assessments of their work. Don’t assume students know what you think about their work. • Provide feedback on a student’s work in a timely manner; a delayed response to their work can hinder their progress. • If students fall behind in their work, don't automatically assume this reflects a lack of commitment. Talk with them to learn what's going on. Perhaps they're exhausted, are unclear about what they're supposed to do next, or maybe dislike the project they're working on. Maybe they feel overwhelmed, socially isolated, or are experiencing family problems.
- 28. UNL Mentoring Handbook- Characterand Integrity • Recognize that those new to research are still forming their professional beliefs and habits. They'll be watching you, trying to learn your way of doing things. • Set high standards for yourself and your protégés. Offer a supportive, yet disciplined, learning environment.
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- 31. Mentoring Guides forStudents Source: http://www.grad.washington.edu/mentoring/
- 32. How to Getthe Mentoring You Want: A Guide for Graduate Students at a Diverse University Source: http://www.rackham.umich.edu/downloads/publications/mentoring.pdf
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- 34. • http://www.minoritypostdoc.org/ • ScienceMentoring: Does Race Matter? • Council of Graduate Schools – http://www.cgsnet.org/ • Lesson Four – Mentoring Systems • http://www.grad.washington.edu/mentoring/ • Includes Mentoring Resources • Howard G. Adams and Associates – https://howardgadamsasso.com/ REFERENCES
- 35. Slide design ©2009, Mid-America Transportation Center. All rights reserved. Dr. Edgar R. Blevins Professor Southern University A & M College Mechanical Engineering Department 359 Pinchback Engineering Hall Baton Rouge, LA 70813 [email protected] CREDITS