Maria Stalzer Wyant Cuzzo CETL Summer Conversation June 2014

The Lived Legacy of the Now • • • • • The Story Then: Homer, The Odyssey, Ullysses, Mentor (Athena), Telemachus The Story Now: Elise Pearson Brown Assumptions: exposing our students to our own interests/enthusiasms, introducing them to larger community of scholars and helping them with emotional questions of this way of life Discussion (i): what kind of mentoring have you experienced in your academic career? Who was your best mentor and what did they do? Share with each other (5 minutes with one partner) Discussion (ii): what is your philosophy of mentoring undergraduate students? (5 minutes with a new partner)

How to Mentor Graduate Students: A Guide for Faculty, Rackham Graduate School, p. 13

How to Mentor Graduate Students: A Guide for Faculty, Rackham Graduate School, p. 13

Content knowledge of discipline, logistical management and sense of purpose and strategy

Mitchell Malachowski • Initiation Stage • Cultivation Stage • Transformation Stage • Separation Stage

Thinking through the commitments

• What content does mentee need to learn?

• What methods are critical in the field?

• How does one produce scholarship in your discipline or original, creative work?

• “easy one”---we all just have to know our discipline and know how to teach

• Mentoring involves RELATIONSHIP • • • • • Opening yourself to form a bond (vulnerability, risk, connection) Spending quality time, attention, energy in the mentee and their success Sharing your own achievements and failures so someone else can learn from them Committing yourself to a long-term relationship with your mentee Discussion: how do you build positive RELATIONSHIP with your mentees? What are the successes and challenges you’ve faced in doing this? (3 minutes)

• Modeling involves: • • • • • Thinking through what it means to be a successful academic who practices their art and science with integrity--- explaining that to another Knowing your professional conduct standards and expectations---teaching that another Exploring the ethical dilemmas of your field---sharing those with another Showing how you do your own work-- opening that process to another’s view DISCUSSION: share one example of a professional conduct expectation in your discipline that you need to share with your mentee (3 minutes)

• • • • • Explaining undergraduate success, graduate school potentials and career pathways Rendering visible the written and unwritten rules of the game in your discipline Helping mentees formulate the right questions Clarifying expectations Discussion: what might be an example of an “unwritten rule” in your discipline that you could share with mentees? (3 minutes)

• • • • • • Soft toward the mentee but hard on the evaluation for work product (partial to student; impartial to quality of work) Setting clear expectations for projects and following through with mentee on completion Helping mentees manage their time and project focus Devising plans and meeting goals Encouraging self-direction and personal responsibility Discussion: how do you practice accountability with mentees? (3 minutes)

• Introducing them to others in the discipline or field • Help them connect with future jobs or institutions • Bringing the community into the effort of mentoring • Discussion: share 1-2 networking connections you can facilitate with your mentees in your next project? (3 minutes)

• • • • • Get to know your mentee as a person: what are their interests, what is their personal story, what is their background? Share your story with them Be transparent about expectations up front and in beginning Define boundaries (access, personal/professional, respectful behavior) Give TIME to the mentee---make time, don’t allow interruptions, focus your energy Be involved every step in the student’s project: setting deadlines, reviewing drafts, providing assessment of progress, helping publishing/presenting

• • • • • • Use concrete language in critique---generalities may not work; be constructive (not destructive) and temper criticism with praise Keep track of mentee progress and CELEBRATE openly Support the value of mistakes; share your own Be tuned to emotional and physical distress of mentee Tell the mentee what you are learning from them as well as what they need to learn Discussion: pick two best practices that you want to focus on and explain to your table how you will implement this in your next URSCA project (5 minutes)

• “Mentors are advisers, people with career experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback to one’s performance; masters, in the sense of employers to whom one is apprenticed; sponsors, sources of information about and aid in obtaining opportunities; models, of identity of the kind of person one should be to be an academic.” Morris Zelditch (1995)

• • • • • • • Mitchell Malachowski, The Mentoring Role in Undergraduate Research Projects, Council on Undergraduate Research Quarterly, December 1996 Herb Childress, Gloria Cox, Susan Eve, Amy Orr and Julio Rivera, Mentoring as a socializing activity—supporting undergraduate research in the social sciences, 2009 Handelman, Pfund, Lauffer and Pribbenow, Entering Mentoring: A Seminar to Train a New Generation of Scientists, Wisconsin Program for Scientific Teaching, 2005 How to Mentor Graduate Students: A Guide for Faculty, University of Michigan Rackham Graduate School, 2013 University of Miami, The Mentoring Guide, Office of Undergraduate Research, www.miami,edu/ugr Committee on the Status of Women in Computing Research webpage, Undergraduate Research Mentoring Exercises, Research.aspx

http://cra w.org/ArticleDetails/tabid/77/ArticleID/109/Resources-for-Mentors-of-Undergraduate For multi-purpose articles, see Research.aspx

http://cra w.org/ArticleDetails/tabid/77/ArticleID/109/Resources-for-Mentors-of-Undergraduate-