Adviser, Teacher, Role Model, Friend On Being a Mentor to Students in Science and Engineering (1997) / Chapter Skim
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2 The Mentor as Faculty Adviser
2 The Mentor as Faculty Adviser
Pages 17-42
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From page 17... ...
Those who grow accustomed to nurturing support but who have failed to develop independence might be painfully shocked when moving into a position where such support is lacking. Students and junior colleagues "own" an important decision only when it is truly theirs.
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From page 19... ...
Discussing with students their career goals and discussing the differences between careers might help them decide. In addition, you can suggest colleagues and alumni in those fields, both academic and nonacademic, who would be willing to talk with the student.
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Your institution's research-support office, placement office, or alumni association might be good resources, as are national disciplinary societies and your own personal contacts. For electives, encourage students to take courses that they enjoy or that can lead to new fields of study.
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Eventual hiring decisions are often influenced more by students' accumulated laboratory experiences, computer skills, or industrial training than by the courses they have taken. A reference from someone who has worked with the student in a practical context carries additional weight.
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Your broader challenge is to interpret a research experience in the context of the student's total education. The primary purposes of student research are to master techniques, to learn to think critically, to acquire strategies for problemsolving, and to learn the importance of patience and perseverance in the unpredictable context of research.
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From page 23... ...
Another resource is Project Kaleidoscope (PKAL) , an informal national alliance that seeks to strengthen undergraduate programs in science, mathematics, engineering, and technology.
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Be sure that a potential student knows your particular mentoring style and finds it congenial. Students should also be advised to examine the performance of possible mentors: publication record, financial-support base, reputation, success of recent graduates, recognition of student accomplishments (e.g., through coauthorship)
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From page 27... ...
Many students on the threshold of graduate school are unable to visualize a career path; this makes it difficult to choose a degree program. Remind them that careers evolve slowly, and ask the kinds of basic questions you would ask an undergraduate: What are you good at?
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From page 28... ...
Where appropriate, encourage students to seek classes that will expand their knowledge base and help develop requirements for such classes. Some students benefit from auditing nontechnical classes, such as business and law, or taking classes in another university through a consortium program ("Course work and academic goals" in the above section on "Mentoring Undergraduates"~.
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From page 29... ...
An extended discussion of this issue, including a series of profiles, is offered in the COSEPUP publication Careers in Science and Engineering: A Student Planning Guide to Grad School and Beyond (see "Resources"~. A few of these profiles are included in this guide.
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From page 32... ...
Discuss with the student whether the project meets these conditions; it should interest you as well as the student, permit the student to learn useful skills, serve as the basis for a thesis no matter what the results, and be designed for completion within a reasonable period. Students who are part of a large group should be able to claim a particular aspect of the work that can be developed further.
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From page 33... ...
Encourage the student to set aside regular time for planning and also for self-improvement (reflective thought, physical exercise, reading for pleasure, and so on)
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, those who work part time, students with disabilities, those who return after an off-campus fellowship or other leave of absence, and so on. If, after a reasonable period, a student has not shown high aptitude for research, the mentor should advise a nonresearch career.
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From page 35... ...
as forums for discussing such topics as interview strategies, coping with negative reviews, and giving good presentations. Another approach is to organize interdisciplinary seminars with other departments to introduce students (and faculty)
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Others find themselves in a "holding pattern" going from postdoctoral position to postdoctoral position without finding a long-term research position as well as working for low pay and no benefits for many years. Thus, the decision to undertake postdoctoral work should not be made lightly and should be made only after examination of one's career goals and the career opportunities in that field.
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From page 37... ...
Helping the student find a second or even third postdoctoral position might not be difficult, but the mostvaluable contribution of the mentor is to help the student
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From page 38... ...
Be aware of ethical employment practices, which include giving advance notice of layoffs and regular updates on a postdoctoral student's employment status. Some of the basic obligations that a mentor has to a postdoctoral student are to help perform research, design a good curriculum vitae, rehearse interviews, prepare manuscripts, plan seminars, raise grant money, and learn about the current job market (see the box "Career Questions".
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From page 39... ...
And yet new faculty are often left to fend for themselves amid the turmoil of professional and personal change: new courses to teach, a laboratory empty of both equipment and students, unknown department politics, conflicting demands on one's time, an unfamiliar living environment. As a result, it is not surprising that faculty retreats and discussions at a number of universities have revealed extensive morale problems among junior faculty, including a sense of isolation and alienation.
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From page 40... ...
Sometimes a written mentoring agreement is useful in formalizing the expectations of both parties. Both senior faculty and the department chair can play important roles in setting the tone and agenda for mentoring junior faculty.
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From page 41... ...
> Give frequent, accurate feedback. Formally evaluate junior faculty at least once a year preferably twice.
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