2023 MATC Scholars Program: Choosing Faculty Mentors & Finding "Mentoring Communities" for Academic Success

Dr. Edgar Blevins, Professor of Mechanical Engineering at Southern University in Baton Rouge, gave a presentation on Choosing Faculty Mentors and your Communities to foster academic success.

1. Choosing Faculty Mentors & Finding “Mentoring Communities” for Academic Success Dr. Edgar R. Blevins MATC Scholars Program March 15 – 18, 2023 University of Nebraska-Lincoln

2. OUTLINE Introduction Learning Objectives Learning Outcomes Session Presentation Conclusion

3. WHO AM I? Interests - Aviation and Auto Industry, Motorsports, Flying and Traveling

4. LEARNING OBJECTIVES What is 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

5. LEARNING OUTCOMES Understand how 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

6. In Greek mythology’s epic poem Odyssey. Odysseus of Ithaca, who led the Greek soldiers for ten years during the Trojan War and entrusted the care of his son, Telemachus to an older and wiser friend, Mentor. Telemachus and Mentor developed a strong relation built on the foundations of guidance and support. The word “mentor” has become synonymous with teacher, counselor, coach, facilitator, motivator and friend. THE WORD MENTOR

7. MENTORING Mentoring is an enabling, 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.

8. What does “Faculty Mentor” mean to you? MENTORING Create a list of terms or phrases that define a faculty mentor. 1. 2. 3. 4. 5.

9. Mentors have the ability 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

10. What is an 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

11. Is an advisor 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

12. Individuals in effective mentoring 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

13. Research literature shows 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

14. 10-Year URM STEM Doctoral Completions Rates by Race/Ethnicity MENTORING AND ACADEMIC/CAREER SUCCESS DATA

15. One of the 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

16. Background Building the Relationship/Negotiating Agreement Department Chair Minority Faculty Member Research Area Planning for Mentoring Developing Protégé /Maintaining Momentum Ending the Formal Relationship IDENTIFYING A MENTOR

17. Characteristics of a Good Mentor The 3P’s of Effective Mentoring Howard G. Adams and Associates, Inc. Effective mentoring provides protégés an EDGE: 1. PROCESS – strategies (“how-to) for problem solving. 2. PERMISSION – the okay to function; grants permission. 3. PROTECTION – shields from outside attacks. IDENTIFYING A MENTOR 1 st P Meaning? 2 nd P Meaning? 3 rd P Meaning?

18. Mentor’s Role Provide information and/or resources Give Advice Detail Expectations Share experiences and knowledge Develop an academic plan and goals EXPECTATIONS OF MENTORS AND MENTEES

19. Protégé’s Role Must be 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

20. Mentor of the Year 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

21. Monica Cox is the inaugural recipient of the Faculty Outstanding Postdoctoral Service Award for 2022! She was nominated by the entire cohort of postdoctoral scholars in the College of Engineering’s LEGACY Program. Monica Cox, PhD Distinguished Professor of Engineering, College of Engineering Mentor of the Year 2022 The Ohio State University

22. Good mentorship consist of assessing, coaching, demonstrating, teaching, interacting, and counseling. This could lead to a protégé having a better understanding of the following: Organizational norms Office politics Skills and competencies required Attributes and qualities to be successful Avenues for advancement UNDERSTANDING THE SOCIAL ENVIRONMENT

23. Peer Mentoring What does this mean to you? Are there any benefits? COMPONENT OF A MENTOR COMMUNITY STRATEGY

24. Peer-mentoring program for 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

25. Mentoring in General Skills in this area 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.

26. Mentoring Handbooks - 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.

27. Mentoring Handbooks- A skillful mentor… 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.

28. Mentoring – Supports 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.

29. Mentoring – Respects 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.

30. Mentoring - Constructive Feedback Provide students with forthright assessments of their work. Do not 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, do not automatically assume this reflects a lack of commitment. Talk with them to learn what is going on. Perhaps they are exhausted, are unclear about what they are supposed to do next, or maybe dislike the project they are working on. Maybe they feel overwhelmed, socially isolated, or are experiencing family problems.

31. Mentoring - Character and Integrity Recognize that those new to research are still forming their professional beliefs and habits. They will 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.

32. Source: https://grad.uw.edu/for-students-and-post-docs/gsa/mentoring/ CONCLUSION

33. Mentoring Guides for Students Source: http://www.grad.washington.edu/mentoring/

34. How to Get the Mentoring You Want: A Guide for Graduate Students at a Diverse University Source: http://www.rackham.umich.edu/downloads/publications/mentoring.pdf

35. Quiz Time

36. Conversation With Your Advisor

37. Leading Expert in Mentoring & Mentoring Programs

38. Council of Graduate Schools Doctorial Initiative on Minority Attrition and Completion Rates Report https://cgsnet.org/data-insights/admissions-enrollment-and-completion/ http://www.grad.washington.edu/mentoring/ Includes Mentoring Resources Howard G. Adams and Associates https://howardgadamsasso.com/ The Fundamentals of Effective of Mentoring , Adams et al. (1997) REFERENCES

39. Slide design © 2009, Mid-America Transportation Center. All rights reserved. Dr. Edgar R. Blevins Former Professor [email protected] Dr. Stephen Akwaboa Assistant Professor [email protected] Mechanical Engineering Department Southern University A & M College Baton Rouge, LA 70813 CREDITS