Mentoring Graduate StudentsBy Jeff Johnston, Assistant Director, Vanderbilt Center for Teaching
While the terms "mentor" and "mentoring" are used to fit a wide range of relationship forms and contexts, this teaching guide is designed primarily as a resource for faculty mentoring graduate students.
What is mentoring?
What is mentoring?
In On Being a Mentor, Johnson integrates and distills findings from the mentoring literature into distinctive components of mentorships. These are the "facets of mentoring that help distinguish it from other relationship forms" (pg. 21).
What does a mentor do?In developing mentoring guides for faculty and graduate students, the Rackham Graduate School at the University of Michigan talked to faculty recognized for their mentoring and asked graduate students: "What did your mentors do for you that made the greatest difference to your graduate career?" From these discussions they identified the following tasks of a mentor:
Details about each of these tasks is available in How to Mentor Graduate Students: A Guide for Faculty at a Diverse University, The Rackham Graduate School, University of Michigan, 2006. (downloads as a PDF document) Stages of mentoringIt can be useful to think about mentorship in terms of developmental phases. For example, in chapter 7 of On Being a Mentor, Johnson describes the common phases of mentoring relationships, based on a model by Kram. Johnson emphasizes the fact that while mentoring relationships with students will move through a predictable developmental course, " ... rarely will two mentorships follow an identical trajectory or arrive at major phases in the same manor" (pg. 97) The phases are:
Cognitive apprenticeship is another developmental model often applied to mentorship. Johnson and Pratt describe a cognitive apprenticeship model consisting of 5 phases:
Nyquist and Wulff discuss yet another model for the phases of graduate student professional development, involving the stages of:
Page 40 from the University of Washington's Mentoring: How to Mentor Graduate Students (downloads as a PDF document) has a very helpful chart applying this model to many aspects of the mentoring relationship. Being aware of these developmental models and the phases that mentoring relationships pass through can help the mentor and the protégé be more intentional about the relationship.
Mentoring ContextsMentoring takes place in many contexts. This section looks at mentoring graduate students from the perspective of teaching, research, and professional and personal development. Many graduate students will join the academy as junior faculty. Thus, the mentoring of graduate students can be thought of in terms of mentoring the teaching, the research, and the service components of these graduate students. More information about mentoring in each of these three contexts is available in the additional mentoring resources section below. TeachingIn a post entitled "Using mentoring as a form of professional learning," the Tomorrow's Professor listserv looks at the positive role of mentoring in faculty development.
Professional and Personal DevelopmentIn addition to working with a student to develop teaching and research skills, the mentoring relationship is likely to involve helping the protégé develop the skills necessary to succeed professionally. Traditionally, a large percentage of graduate students have chosen to pursue careers in academia (although this is changing) [need reference], so the professional mentoring of graduate students has most often been conceptualized as helping protégés develop as junior colleagues. Chapter 3 from Advisor, Teacher, Role Model, Friend (NAP, 1997) discusses the role of the mentor as a career advisor in science and engineering disciplines. The Vanderbilt Graduate Development Network(GDN) Collaborative provides a variety of resources related to supporting the professional and personal development of graduate students. Frequently Asked QuestionsOn February 2, 2010, the Center for Teaching held a conversation on teaching titled "Mentoring Graduate Students in the Sciences and Engineering" featuring three faculty panelists. After the session, one of the panelists, Isabel Gauthier, professor of psychology, wrote a one-page description of her "vision of graduate mentoring," which she allowed the CFT to share on this Web site. Additionally at the start of the session, participants were asked to share questions they had about mentoring graduate students. Each question fell into one of five broad categories, listed below. Also listed below are answers to these questions suggested by panelists and participants. These answers are not meant to be prescriptive. They are instead perspectives shared during the session that you might consider as you think about your role as a mentor. Also, they may not translate completely to mentoring contexts in the humanities and social sciences. How can I negotiate differences between the student’s expectations for mentoring and the mentor’s expectations?
How can I balance the student’s need for structure with his/her need for independence?
How can I manage teams of students working on common projects?
How can I help students continue to make progress over time?
How can I balance my interest in helping students with the need to act as a gatekeeper?
Additional mentoring resources:Vanderbilt Resources:BRET Graduate and Postdoctoral Scholar Mentoring Program - Information about mentoring in the Biomedical Research, Education and Training (BRET) program in the Vanderbilt University School of Medicine, including a summary of recommendations from a mentoring committee, guidelines for faculty mentors and additional mentoring resources. Conversations on Graduate Mentoring, Advising and Teaching from the College of Arts and Science. Graduate Development Network (GDN) Collaborative - This network of faculty, administrators, and students at Vanderbilt seeks to facilitate the awareness and use of the many programs at Vanderbilt that can help graduate students become productive and well-rounded scholars. The GDN web site lists services and resources offered by the members of the collaborative as well as events and conferences and funding opportunities. The Resources for Graduate Education teaching guide from the Center for Teaching provides resources for department chairs, directors of graduate studies, graduate faculty, graduate deans, and others interested in the quality of graduate education. The Teaching Fellows Workshop - A 12-hour mentor training workshop developed by the CFT as part of the HHMI - Community of Scholars program at Vanderbilt, offered to teaching fellows (advanced undergraduates, graduate students, and post-docs) who serve as mentors to undergraduate research interns (rising freshmen and sophomores) working in biological science laboratories. The two major topics addressed in the workshop are strategies for effective mentoring (based on How People Learn) and project design. Resources from the CFT Library:Johnson, W. Brad. (2007). On Being a Mentor: A Guide for Higher Education Faculty, Lawrence Erlbaum Associates. Wunsch, Marie A. (editor). (1994). Mentoring Revisited: Making an Impact on Individuals and Institutions, New Directions For Teaching and Learning, Number 57, Spring 1994. Zachary, Lois J. (2000). The Mentor's Guide: Facilitating Learning Relationships, Jossey-Bass. (Available online to Vanderbilt users) Resources from outside Vanderbilt:Advisee Management Tip: Ask for a Memo: In this post to the Tomorrow's Professor listserv, Dr. Mary McKinney recommends asking your graduate students to write a memo. "It's polite, professional, proactive, and will protect you both from misunderstandings."
Adviser, teacher, role model, friend: On being a mentor to students in science and engineering. National Academy of Sciences, National Academy of Engineering, & Institute of Medicine, Washington: National Academy Press (1997).
Doctoral Dissertation: Looking Back, Looking Forward - In this post to the Tomorrow's Professor listserv, a doctoral candidate describes his own experiences as a graduate student, the faculty role, the importance of mentoring, and some thoughts on developing a new doctoral supervisory model. Entering Mentoring: A Seminar to Train a New Generation of Scientists - This guide developed by HHMI Professor, Jo Handelsman, and her colleagues and co-founders of the Wisconsin Program for Scientific Teaching at the University of Wisconsin, Madison, raises questions about teaching expectations, mentoring as a function of training new teachers, and dealing with diverse learning styles, personal styles, ethnicity, experience, gender and nationality. MentorNet: MentorNet is a nonprofit e-mentoring network that positively affects the retention and success of those in engineering, science and mathematics, particularly but not exclusively women and others underrepresented in these fields. The MentorNet website offers a variety of information for mentors and protégés, primarily in the STEM (science, technology, engineering and mathematics) disciplines. Resources from other universities:The Rackham Graduate School at the University of Michigan provides a variety of useful resources on mentoring, including (clicking on the links below will open the documents as PDF files):
The Graduate School at the University of Washington provides a page of mentoring resources for graduate students and faculty. Particularly useful are the following two guides (clicking on the links below will open the documents as PDF files):
ReferencesGalbraith, M. W. (2003). The adult education professor as mentor: A means to enhance teaching and learning. Perspectives: The New York Journal of Adult Learning, 1(1), 9-20. Johnson, J. and Daniel D. Pratt. (1998). The Apprenticeship Perspective: Modelling Ways of Being, in Five Perspectives on Teaching in Adult and Higher Education, Daniel D. Pratt (ed), Krieger, 83-101. Johnson, W. Brad. (2007). On Being a Mentor: A Guide for Higher Education Faculty, Lawrence Erlbaum Associates. Kram, K. E. (1983). Phases of the mentor relationship. Academy of Management Journal, 26, 608-625. Nicholls, G. (2002). Mentoring: The Art of Teaching and Learning, Chapter 12 in: The Theory & Practice of Teaching, Peter Jarvis (ed), Stylus. Nyquist, J.D. and D. Wulff. (1996). Working Effectively with Graduate Assistants, Sage. University of Michigan, (2006). How to Mentor Graduate Students: A Guide for Faculty at a Diverse University. (downloads a PDF document) University of Washington, (2005). Mentoring: How to Mentor Graduate Students, A Faculty Guide. (downloads as a PDF document) Zelditch, M. (1990). Mentor roles. Proceedings of the 32nd Annual Meeting of the Western Association of Graduate Schools, Tempe, Arizona, 16-18 March, 1990, p. 11.
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