SOLAPUR UNIVERSITY
SOLAPUR.
REGISTRAR,
SOLAPUR UNIVERSITY, SOLAPUR.
Solapur. - 413 255. Maharashtra.
Ph. Nr. 0217 - 2744776. Fax. - 0217 - 2744770.
http://su.digitaluniversity.ac
www.sus.ac.in
Lusha Offset, Solapur. : 2731810
Kegaon, Solapur - Pune Highway.
MENTOR POLICY
gmocmnya {dÚmnrR> JrV
kmZén Xod Y_© OrdZr Agmo
H$éUoMm A_¥VKZ `m _Zr dgmo &
AÜ``Zg_¥ÜX hmoD$ Ü`mg YamoZr
l_g§ñH¥${V dmT>dy `m `ËZ H$amoZr
kmZH$cm {dkmZ ÜdOm hr A§~ar {dcgmo &&
Y_© Om{V n§W^oX OmD$ {dgê$Zr
n{VVm§Zm H$diy `m Yra XoD$Zr
Aly§Zm hgdy hr Amg {ZV R>gmo &&
gmZ Wmoa, Cƒ ZrM hr gamo {Zem
kmZgy`© CJdy{Z`m COiy Xo {Xem
àJVrMm nW gmpËdH$ cmoMZr {Xgmo
kmZê$n Xod Y_© OrdZr dgmo &&
- XÎmm hcgJrH$a
Academic Mentoring at Solapur University:
Policy and Guidelines
This policy provides a broad framework for
academic mentoring at Solapur University. The
guidelines outlined here provide on how the academic
mentoring ac vi es are opera onalized in the University
in the form of program and prac ces.
PART – I: POLICY
1. Policy Expecta ons:
All students must be assigned a designated
faculty member as their academic mentor. Students
should contact their designated academic mentor in
rela on to a range of academic and non‐academic
ma ers, receive suitable guidance that would help them
in preparedness of and planning their career.
2. Academic Mentoring Defini on:
At Solapur University, the term academic
mentoring describes the work schedule or a scheme
whereby a member of teaching faculty assigns to an
individual student as the first point of contact. Mentees
are those students who require advice, inputs or
assistance on issues both concerning academic and non‐
academic ma er.
Solapur University has adopted academic
mentoring as one element of student support system to
assist them shine in their career.
irrespec ve of caste, class, creed and gender;
* Directors of the Schools in consulta ons with the
Heads of the Departments shall cons tute a
commi ee named as Mentor Advisor y
C o m m i e e ( M A C ) fo r o r g a n i z i n g a n d
management of academic mentoring;
* Students are advised by the Directors of the
School regarding the nature of academic support
available for them based on the stage of their
study; and
* Adequate and appropriate training and guidance
is made available to the en re faculty
undertaking the role of academic mentor.
PART II: GUIDELINES
Responsibili es of the University:
* The University shall develop and make provisions
for faculty training resources for academic
training.
* The University shall offer regular training sessions
on academic mentoring for campus based
faculty and should have liaison those training
ins tutes for the capacity building of mentors.
* The University administra on shall have a
monitoring mechanism to ensure that
mentoring processes are scheduled, recorded
and produced some results.
3. Academic Mentoring Policy:
* Appropriate types and forms of Academic
Mentoring are made available to all students
Responsibili es of the School:
* To ensure the faculty undertaking the role of
academic mentor have the opportunity to
undergo appropriate training.
* To allocate dedicated faculty members to each
1
2
*
*
*
*
student who will fulfill the role of academic
mentor. Academic mentors are normally drawn
from the same discipline area as the student.
To ensure the con nuity of the mentoring
process, the School shall make adequate
provision such as subs tu ng new mentors
when the assigned mentor is not available.
To create awareness among the students about
the purpose of academic mentoring and are
advised to consider their mentor as the first
point of contact on a wide range of issues to
discuss, academic and non‐academic ma ers.
Proper records are to be maintained to this
effect.
To make provisions whereby, students and faculty
may request for a change of mentor/mentee.
To monitor regularly and enhance the func oning
of mentoring program, and report through
Annual Monitoring and Review (AMR).
Responsibili es of the Mentor:
* To advise the mentees to schedule me for face‐
to‐face mee ngs with the Academic Mentor and
take a prior appointment.
* To be pro‐ac ve in making contacts with the
students and assess their short term and long
term needs.
* To take ini a ves in making contact with students
at cri cal points such as at the points of entry,
during adapta on to the new environment and
at mes when the performance is poor.
* To sensi ze students and advice those on further
relevant sources of professional informa on on
such areas like medical advice, personal
3
counseling, and learning difficul es and so on.
Responsibili es of the Mentee/Student:
* To be punctual in engaging with their mentors
through a ending scheduled mee ngs.
* To inform their academic mentor on those
circumstances that make hindrance in their
performance.
* To maintain and keep records of the discussions
made in the form of a diary.
Mentors and Mentees should display the following
characteris cs in their interac ons:
* High personal standards
* Problem‐solving skills
* Communica on skills
* Ac ve listening skills
* Pa ence, flexibility, and empathy
* Enthusiasm
* Responsibility and commitment
* Posi ve a tude.
* Respect confidences and trust each other.
* Discover common ground and respect your
differences.
* Be yourself and be flexible.
* Be good listener.
* Be available‐ meet or talk 1‐2 mes per month.
Mentor
* Listen to the needs and expecta ons of your
mentee.
* Work with the student to help him/her develop
and establish realis c and obtainable goals.
4
* Offer sugges ons and feedback.
* Keep the mentee aware of his/her progress
* Be commi ed to serve as a resource to the
mentee.
* Encourage your mentee to explore new areas.
* A end scheduled training and orienta on
sessions: no fy program staff if you are unable
to a end.
* Follow up on commitments made to the
mentee.
* Contact the mentee if you are unable to a end
scheduled mee ngs.
Mentee
* Discuss your needs and expecta ons with your
mentor; think about what you want out of the
program prior to each mee ng.
* Nego ate ideas and ac vi es with your mentor.
* Be respec ul to sugges ons and feedback.
* Keep mentor informed progress.
* A end scheduled training/orienta on sessions,
and no fy program staff if unable to a end.
* Realize that having a mentor is a privilege and
work hard to take advantage of the opportunity.
* Maintain a professional behavior.
Career Conversa ons
* Discuss and list the mentee’s talents, skills, and
interests.
* Discuss how the mentor ’s personal and
professional life fit together.
* Read a book related to your field of interest and
discuss it.
* Search the Internet together for job resources
and other informa on related to your field.
* Discuss a current event or issue in your field.
* Discuss the transi on from school to work.
* Go out to lunch or dinner and discuss proper
business e que e.
* Par cipate in a study tour, if appropriate.
* A end a professional mee ng or program
together.
* Cri que the mentee’s resume and cover le er.
Assist the mentee in comple ng a job
applica on packet, por olio, etc. Prac ce an
informa on interview.
* A end a campus lecture, concert, or spor ng
event together.
* Compile a list of contacts the mentee could
meet with in your field to promote network.
SUGGESTED ACDTIVITIES
* Discuss your backgrounds and get to know each
other.
* Discuss your goals for the rela onship.
* Discuss the mentee’s career interests and goals.
5
6