The role of graduate advisor and mentor is critical - not only to our students, our disciplines, and the University, but to all who stand to benefit from the contributions made by those we advise and mentor. Despite its importance, few faculty receive any formal training to meet the demands and challenges of the advising and mentoring role. The resources listed provide a brief
overview of graduate student advising and mentoring by:
Below are some resources to help graduate advisors and mentors navigate their roles.
From the University of Arkansas Graduate School, this source succinctly presents the distinctions of advising and mentoring and offers a brief overview of the qualities and insights of a skilled mentor. This source also lists additional resources for information on graduate student mentoring.
From the Ph.D. Completion Project of the Council of Graduate Schools, this source recognizes the distinctions among mentoring and advising and serves to identify specific practices and offer step-by-step criteria for faculty to consider during their mentorships with graduate students.
From Michigan State University, this source outlines the responsibilities of the academic unit, chair, faculty advisor, guidance committee, and graduate student.
This module from North Carolina State University outlines the issues that face both mentors and mentees, with emphasis on the ethical implications of the mentor-mentee relationship.
In addition to providing general suggestions for good mentoring practice, this handbook from Horace H. Rackham School of Graduate Studies at the University of Michigan explores some of the special challenges and rewards of advising an increasingly diverse graduate student population.
For both an understanding of the mentoring role and for detailed, case-specific, step-by-step strategies, review the suggestions presented by the University of Washington Graduate School. Strategy suggestions cover such scenarios as the mentoring of international students and students with disabilities, and the roles of age and experience, race and ethnicity, and disadvantaged socioeconomic backgrounds on student success.
Nature’s guide for mentors presents its suggestions in a lively, relatable format. The authors draw from material based on Nature’s awards in creative mentoring as well as from anecdotal evidence of mentoring in order to emphasize the personal characteristics and considerations that made such mentoring successful. The resource also provides a self-assessment for the reader to reflect on his or her mentoring quality.
The Council of Graduate Schools offers a summary of the qualities of an effective mentoring system. Suggestions aim to support graduate students, familiarize faculty with the mentoring role, and encourage greater dialogue about the importance of mentoring at the departmental level. The successful monitoring of graduate student progress is also instrumental for an effective mentoring system. The Council of Graduate Schools offers general suggestions as to how to foster student success.
This booklet provides a comprehensive overview of advising and mentoring relationships between faculty and a broad range of students (i.e., undergraduate to post-doctoral). Different mentoring/advising roles are addressed along with tips for being a successful mentor. Issues related to diversity and professional ethics are also examined.
Fine and Kurdek use a series of case studies to raise issues related to authorship decisions and suggest guidelines for discussing and determining authorship. The authors explore the problems associated with faculty who assign too little – or too much – credit to student contributions. Although the cases involve Psychology faculty and students, the issues and the advice cross disciplinary boundaries.
Fedynich and Bain review the changing graduate student population, develop an awareness of the significant impact of faculty mentorship, and offer practical implications for the improvement in quality of faculty mentorship.
This guide offers insight for teachers, administrators, and career advisors in science and engineering with respect to how they might improve their mentoring. This source also explores such topics as career planning, time management, writing development, and responsible scientific conduct. A list of additional resources on mentoring and related topics is included.
Written by winners of Utah State University’s Graduate Mentoring Award, this series of thoughtful essays discusses good mentoring practice, as well as the personal mentoring styles of faculty in disciplines ranging from poetry to soil science. Essays include:
Brewer, K.W. (1998) Mentoring Poets. Department of English (Poetry).
Bugbee, B. (2001) On Mentoring. Department of Plants, Soils, and Biometerology
Miller, B.C. (2000) On Graduate Mentors and Mentoring. Department of Family and Human Development
Salzberg, C.L. (1996) Reflections on Mentoring. Department of Special Education and Rehabilitation
Provenza, F. (1999) On Mentoring. Department of Rangeland Resources