Mentoring Graduate Students: A Guide for Mentors and Students
Introduction: Why Good Mentoring Matters Faculty mentors play a crucial role in the success of graduate students. Indeed, fostering the welfare, enthusiasm, learning, and productivity of graduate students is the first duty of mentors. Although styles of advising and mentoring vary across the disciplines, and by personal inclination, the fundamentals apply throughout graduate education. In 2019, the U.S. National Academies of Sciences, Engineering, and Medicine released a landmark report: “The Science of Effective Mentorship in STEMM.” There is solid evidence that mentors can be trained and that training improves student outcomes. This guide is written in that spirit. Our emphasis in this document is on doctoral training, but many of the same goals apply when mentoring postdoctoral fellows as well as master’s degree students and undergraduates. Although this guide is directed primarily to mentors, it can be read by their mentees as well. Our goal is to provide a resource for developing productive and satisfying relationships of mentors with their students. Mentors, please share this guide with your students. Someday, they will be mentors. Your journey together is a valuable part of their education, no matter what career path they follow.
Although styles of advising and mentoring vary across the disciplines and by personal inclination, the fundamentals apply throughout graduate education.
The Importance of Kindness Graduate students are highly intelligent and possess a range of impressive competencies. Yet they are vulnerable and are at a critical stage in which their motivation to stay on their path can be easily bruised. Faculty mentors can help build resiliency and inspiration in a student, or they can be a source of cynicism and bitterness that can have lasting impacts. Every mentor should recognize that high standards and kindness are not incompatible. Far from it–in combination these foster a graduate student’s intellectual and personal flourishing. It cannot be emphasized enough that students and their mentors share responsibility for ensuring a successful mentor-mentee relationship. Both parties have a role to play in the process and outcome of mentoring. Three fundamental principles of human relationships underlie the success of mentorship: • First, the principle of reciprocity undergirds all human relationships, and it applies no less to mentors and mentees than to spouses, friends, and other workplace relationships. Mentors who expect a great deal from their students may forget that students equally expect (and deserve) a great deal from them. People respond to each other in measured quantities that satisfy their sense of psychological equity or fairness. Upward and downward spirals in relationships hinge on successful or failed reciprocity—the sense that one is doing, or not doing, their part on each other’s behalf. Lack of productivity and resentful relations are often the result of failed reciprocity. • Second, role modeling occurs all the time. The mentor’s behavior signals two messages to students: that the student can or should behave like the mentor within their relationship (for example, skipping appointments, being slow on turnaround) and also that the student should behave like the mentor in their future roles as mentors, teachers, leaders, or managers. This is a heavy responsibility that mentors must keep in mind. Although a cliché, it is a fact that students look up to their mentors as examples for their own development. Therefore, it behooves mentors to ask themselves if they are the living example they want to be. Be your best self for your mentees to the greatest degree possible and you will be gratified when they do the same.
Every mentor should recognize that high standards and kindness are not incompatible. Far from it–in combination these foster a graduate student’s intellectual and personal flourishing.
• Third, communication is crucial to a successful mentoring relationship. Students are often unsure what their mentors want from them, both short-term and long-term; mentors must make their expectations clear. On the other side, students must be encouraged to express their own needs to their mentor. Boundaries, timetables, rules and norms, expectations, and status relations are all negotiated between people and cannot be assumed. Problems between mentors and students sometimes result because each is assuming the other can “read their mind.” Never trust in mind reading! Frequent and honest communication is a two-way street that not only maximizes the possibility of learning and work productivity but also—and no less importantly—fosters positive feellings on both sides. There is no better motivator than positive affect: enthusiasm for coming to work, for working with each other, and for pursuing one’s career in science. Misery does not breed good research and good role fulfillment.
What Is a Mentor, Exactly? Consider this multifaceted definition of academic mentors as people who: • Take an interest in developing the student’s career and well-being. • Have an interpersonal as well as a professional relationship with the student. • Advance academic and professional goals in directions most desired by the student. • Tailor mentoring styles and content to the student, including adjustments due to differences in culture, ethnicity, gender, life circumstances, career stage, and so on.
Here we distinguish between the terms mentor and advisor, although certainly these can be overlapping roles. An advisor helps a student navigate program requirements, deadlines, course choices, and other aspects of academic progress. A mentor takes a far larger responsibility for nurturing the student to become a scholar and professional. Some departments use these terms interchangeably and combine these
“Mind reading is not a thing!” said by relationship experts everywhere
functions, while others may make a distinction. If a mentor limits their responsibilities of mentoring to simply discharging their role as advisor, this is a mistake. Effective mentoring requires playing a more expansive role in the development of a future colleague. The role of a mentor is centered on a commitment to advancing the student’s career through an interpersonal engagement that facilitates sharing guidance, experience, and expertise. Like any interpersonal relationship, the one between mentor and student will evolve over time, with its attendant share of adjustments. The fact that today’s students come from increasingly diverse backgrounds may add a layer of complexity, but such diversity is more likely to enrich than confound the relationship. New graduate students, in particular, may express the desire for a mentor with whom they can personally identify, but their eventual level of satisfaction with their mentors seems to have little to do with this aspect of the relationship. Of course, each mentoring relationship should be tailored to the student’s goals, needs, and learning style, but the core principles apply across the board. What the mentor and the student share—a commitment to the goals of the scholarly enterprise and a desire to succeed—is far more powerful and relevant than whatever might seem to divide them. Just as students have different learning styles, the skill sets and aptitudes of mentors are as varied as mentors themselves. Furthermore, some mentors are very directive, while others allow the student more intellectual freedom, and latitude in scheduling their time and choice of projects. There is no foolproof recipe. But a good mentor is always sensitive to whether the mentoring style they adopt with a particular student is actually working well. There is no one-size-fits-all approach. Asking the student directly about this is essential. Because students are typically timid about voicing their opinions and needs, the mentor should elicit the student’s views on a regular basis. This can also be done anonymously through web-based surveys or other mechanisms in order to get honest feedback and information. Some advisors stress hierarchy more than others, and some students welcome hierarchy more than others. Here, again, there is no template that works for all. Even when mentors strive to minimize the power gap between them and their mentees, they must not lose sight of the imbalance. No matter how egalitarian the relationship may seem from the advisor’s perspective, it is never a truly balanced relationship. The mentor’s power advantage can be easily abused, even when there is no conscious ill intention.
A good mentor is always sensitive to whether the mentoring style they adopt with a particular student is actually working well. There is no one size fits all approach.
What Does the Mentor Do? Mentoring offers many rewards to faculty members. But the best mentors are not trying to mold a new “mini-me” of themselves. Aside from the obvious ways that the student can advance the mentor’s own research, a faculty member’s reputation rests in part on the work of their former students; sending successful new scholars into the field increases the mentor’s professional stature. The mentor’s reputation also depends in part on what their former students (and colleagues) say about them as a mentor. Word gets around about who the best mentors are, so they are usually the most likely to recruit—and retain—outstanding students. There is also the gratification of contributing beneficently to a person’s development and of taking part in an intrinsically rewarding relationship. Most mentors greatly enjoy collaborating with students on research and often learn a great deal from them. The mentor’s responsibilities clearly extend well beyond helping students learn what is entailed in the research and writing components of graduate school. Let us start with the basic responsibilities mentors have.
The Mentor’s Responsibilities Include: • Helping the student master the content and
methodology of their field.
• Honing their professional skills and understanding
of their field’s culture and its behavioral norms (e.g., conference presentations, public speaking, publication, pedagogical aptitute, and grant writing).
• Helping them foresee, and weather, bumps in the road,
including failures and rejections, as well as the general stress of being in graduate school.
• Assisting the student in joining and building networks
that will benefit their professional visibility and potential job placement.
• Giving them confidence that the mentor is “in their
corner”— That they are committed to their progress and that they are their greatest advocate.
Mentoring offers many rewards to faculty members. But the best mentors are not trying to mold a new “mini-me” of themselves.
• Model professional responsibility. It is crucial that the mentor consciously act with integrity in every aspect of their work as teacher, researcher, and author. Students must see that their mentors recognize and avoid conflicts of interest, collect and use data responsibly, fairly award authorship credit, cite source materials appropriately, use research funds ethically, and treat animal or human research subjects properly. This list is not meant to be exhaustive: Never compromising the standards that bestow validity on the discipline is not a suggested guideline but is essential to the profession. • Demystify graduate school. Many aspects of graduate education are unwritten or vague, and the ability of new students to understand them is hampered by the fact that they frequently do not know what questions to ask or what certain terminology means. Mentors can help by adjusting conversations accordingly and clarifying their program’s expectations for lab work, coursework, comprehensive exams, research topics, and teaching. • Discuss the prevailing norms and criteria used to define quality performance within the mentor’s orbit and beyond. This can include encouraging the effective use of time, working with the student on developing schedules and achieving benchmarks, and encouraging independent thinking. For many students, the shift from the highly structured nature of undergraduate education to the self-direction that is expected in graduate school presents a significant challenge. So help them make that transition. • Oversee professional development. Activities that have become second nature to an experienced faculty member need to be made explicit to students, such as faculty governance and service, directing a lab, procuring grants, managing budgets, and being able to explain one’s research to anyone outside the discipline. Mentors help their students become full-fledged members of a profession, and not only researchers. • Assist with finding other mentors. One size does not fit all, and one mentor cannot provide all the guidance and support that every student needs. Mentors should introduce students to faculty, emeriti, alumni, staff, and other graduate students who have complementary interests, and should encourage students to seek out additional mentors. Effective mentoring is a community effort; it truly takes a village. Many students report that they were surprised to receive significant mentoring and advice from their committee
Mentors should introduce students to faculty, emeriti, alumni, staff, and other graduate students who have complementary interests, and should encourage students to seek out additional mentors. Effective mentoring is a community effort; it truly takes a village.
members, and some of their most valuable and memorable advice was often received from faculty not even on their committee. Encourage your students to avail themselves of opportunities to get to know the department chair, and the college dean, too. All have stories and advice to share. • Remember this interested-outsider role. Although this guide is focused on ways to improve mentoring to your own graduate students, keep in mind that you will be mentor to other students in your community of scholars, and beyond Northeastern. The impact of well-timed help outside your usual circle can be gratifying.
General Guidelines for Mentors Clarity is the foundation upon which a good mentoring relationship is built. A mentor should be transparent about expectations concerning the form and function of the relationship, and about what is reasonable to expect and what is not. The mentor should clarify the rigidity versus porousness of their interpersonal boundaries, both personal and professional, and should respect those of the student. Within mutually agreeable limits, mentors should have an open door. Adequate availability of the mentor is a common problem. Even when there is much availability (e.g., the mentor and student are both in the lab most of the time), it is still wise to schedule a regular weekly or biweekly meeting for discussing issues in a focused manner, and not “on the fly.” In a regular meeting, new ideas, new projects, and the relationship itself can be discussed, along with checking in on progress and setting mutual deadlines for the accomplishment of tasks. What the mentor communicates with the students must be timely, clear, and, above all, constructive. Critical feedback is essential, but it is more likely to be effective if tempered with praise when deserved. The most useful feedback, both positive and negative, is specific and timely. Mentors keep track of their students’ progress and achievements, setting milestones and acknowledging accomplishments. Students should know from the start that the mentor wants them to succeed and will create opportunities for them to demonstrate their competencies. A good mentor opens doors for the student, for example by nominating them for fellowships, awards, projects, and teaching opportunities. A good mentor allows students to make errors and be wrong, without fear of punishment or denigration. Students need to know that mistakes are productive because we learn from our failures.
A good mentor allows students to make errors and be wrong, without fear of punishment or denigration. Students need to know that mistakes are productive because we learn from our failures.
Further advice for mentors on supporting students and maintaining morale: • Provide support in times of discouragement as well as success, and be mindful of signs of emotional and physical distress, such as being withdrawn or not appearing to fit in. In the research group environment, pay attention to group dynamics. • Be sensitive to the unique challenges faced by BIPOC, LGBTQ, women in male-dominated fields, students here on visas, and first-generation college students. Equity and respect are the foundation of a civil society, and your team of scholars should be held to a high standard here. Don’t presume to know the challenges and concerns your students face; remember the “mind reading is not a thing” rule. It is all right to ask if things are OK if your gut tells you something is amiss. Be a good listener and know what resources are available within Northeastern that can help. • Do not assume that the only students who need help are those who ask for it. If a student is falling behind in their work, resist concluding that this shows a lack of commitment. Perhaps the student is exhausted, or unclear about what to do next, or is uncomfortable with some aspect of the project or research team. The mentor should get in touch with students who are becoming distant, letting them know they are welcome to talk anytime and that the conversation can include nonacademic as well as academic issues. Being open and approachable is particularly important when a student is shy or comes from a different cultural background. • Many new students suffer from “impostor syndrome” – anxiety about whether they belong in graduate school – so it is important for the mentor to reassure them of their skills and abilities to succeed. The enthusiasm and optimism shown to the student can be inspirational. Make sure that students understand not only the personal consequences of their commitment to their work but also its value to the professional community and to the general public.
Many new students suffer from “impostor syndrome” – anxiety about whether they belong in graduate school – so it is important for the mentor to reassure them of their skills and abilities to succeed.
Self-Reflection for Mentors Mentors should take time to reflect about their own experiences and the values they want to instill in mentees. Mentors could ask themselves these questions: • What kind of mentoring did I have? • What did I like and dislike about the mentoring I received? • How well did my mentor(s) help me progress through my graduate program? • How well did my mentor(s) prepare me for my career? • What did I not receive in the way of mentoring that would have been helpful? • What type of mentor do I want to be?
General Guidelines for Mentees The professional socialization acquired through the mentoring relationship is essential to a student’s success as a mentee, as is the personal support and guidance that can come through mentoring. Although the dissertation chair will be a key person in one’s graduate career and well beyond it, graduate student mentees should consider broadly engaging a range of mentors. Whereas a dissertation committee offers a ready-made mentoring network, students should always consider thoughtfully building their network to help them define and achieve their goals. In some programs, the student’s main mentor is determined at the time of entry, while in others the student may decide on a dissertation mentor at a later point. In such cases, students are encouraged to take advantage of all opportunities to make the best choice of the main mentor, including rotations if those are available, seminars, individual meetings, and gathering with current students in the groups of interest. If the need arises to change dissertation advisors, it is generally recommended to first have an honest discussion with the advisor if the relationship can be salvaged, and always to handle all discussions surrounding the issue with professionalism. The Graduate Program Director, Coordinator, Department Chair, and/or Graduate Ombudsperson are all excellent resources in this circumstance and other potentially difficult situations. When you reach out to such people, whatever the purpose, provide a brief description of why you would like to meet; do not write a lengthy email and do not include many details. Save the difficult conversations for an in-person meeting. If you are expecting an especially difficult or emotional conversation, planning it out in advance and/or roleplaying with a trusted friend can help you prepare for such discussions. It is also acceptable to take notes in these meetings; it can be hard to remember later what was discussed in a difficult conversation.
The professional socialization acquired through the mentoring relationship is essential to a student’s success as a mentee, as is the personal support and guidance that can come through mentoring.
Responsibilities of Mentees: Understand that you are responsible primarily for completion of your degree, for meeting your program requirements, and for your career development. Communicate clearly and regularly: Discuss with your mentor the expectations of each of you in the relationship. Establish with your mentor how frequently meetings will occur, how they will be scheduled, and what to do when you need to reschedule. Always prepare for meetings with mentors. Have an agenda, take notes, and follow up afterwards. Respect timelines and honor commitments. Be honest about your goals for your graduate education and your future career. What are your expectations and hopes for attending conferences, writing papers, and helping with grant proposals? Also communicate early and professionally when plans go awry or unexpected events occur. Take initiative: Mentees are growing into independent professionals, which necessitates the ability to identify appropriate resources and to map out next steps. This includes finding resources for personal concerns or support that may be needed. Graduate program staff can often direct you to campus resources for a wide array of problems that arise. Be prepared to develop your skills: Graduate school is a time of intense personal and professional growth. Develop a habit of learning from mistakes and thoughtfully planning your next steps based on outcomes of your previous efforts. Be professional: Remember that you are a representative of your program, your mentor, and your research group. Do your best to prepare well for public appearances, outreach events, seminars, etc. This includes giving practice presentations and making sure you know how and whom to acknowledge among co-workers, collaborators, and funders. Learn the art of respectful correction and disagreement: Your mentor does not know everything. Do not agree solely for the sake of avoiding conflict. Instead, learn how to disagree professionally. If you are unsure, take the time to do your research and then discuss with your mentor why you believe your idea or approach is valid. Science progresses only via the open exchange of ideas. Many of the great advances made in science occurred because a student had the courage to question the mentor. Maintain your résumé/CV and practice good electronic recordkeeping: Mentors should be keeping an eye out for opportunities for their mentees. You can help facilitate this by keeping your résumé/CV up to date and making sure you can always access materials you would need to apply for an opportunity. Much of the success of the mentoring relationship, as well as your success in graduate school, depends on knowing yourself well enough to ask for the help you need.
Much of the success of the mentoring relationship, as well as your success in graduate school, depends on knowing yourself well enough to ask for the help you need.
Mentoring Graduate Students: A Guide for Mentors and Students Acknowledgments: The Northeastern authors dedicate this brief guide to their own excellent mentors and hope this guide helps “pay it forward”. Portions of this guide are ©2020 The Regents of the University of Michigan. All Rights Reserved. (Note: The University of Michigan grants permission to all educational institutions to reproduce any material in their guidebook with proper citation.) Portions of this guide were developed by Drs. Penny Beuning (Chemistry and Chemical Biology), Judith Hall (Psychology), and Mark Patterson (Marine & Environmental Sciences/Civil & Environmental Engineering), Northeastern University.
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