PEP Mentor Training Program
Harold Bibb
Professor of Biological Sciences, Emeritus
Associate Dean, Graduate School, Emeritus
University of Rhode Island
Defining Mentoring
 Mentoring is a relationship …. Between two
or more people where the mentor provides
constant, as needed support, guidance, and
concrete help to the protégé….
CARS, The Center for Applied Research Solutions
Defining Mentoring
 A reciprocal learning relationship in which
mentor and mentee agree to a partnership
in which they work collaboratively toward
achievement of mutually defined goals that
will develop a mentee’s skills, abilities,
knowledge and/ or thinking.
Lois Zachary of Leadership Development
Essential Components
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A Welcoming Environment
Trust
Managing Expectations – Communication
A Collaborative Partnership
Communication
Recognition of Challenges Facing Students
of Color
A Welcoming Environment
 A welcoming environment - one that is
produced by creating a safe place in which
the mentor meets students where they are
A Collaborative Partnership Built on
Trust
 To accept the guidance of the mentor, the
mentee must trust the mentor.
 In order for the mentor to provide support,
the mentor must trust that the mentee is
accepting that support and using it to meet
the goals of the relationship.
Managing Expectations Communicate !
 Different types of conversations:
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Initial – the first conversation you will
have with your mentee, and one of the
most important. It sets the tone
for the relationship. General in nature,
but serves as an introduction to the
laboratory, the group, and the work of the
laboratory or research group.
Managing Expectations Communicate !
 Different types of conversations:
 Goal Setting – remember that goals are mutually
set. While the mentor is likely to take the lead in
this, it is important that the mentee understands
and accepts the goals, both short term and long
term.
 Put goals and expectations in writing, but be ready
to modify goals as the work proceeds.
 Include measurable outcomes.
 Review the contract regularly, adjust as needed
and mutually agreed to.
Managing Expectations Communicate !
 Different types of conversations:
 Feedback – How’s everything going? Be
supportive but honest in these conversations.
 Is the student meeting expectations?
 Are there unexpected areas in which the student
needs help?
 Does the student feel that the mentor is providing
the type of support necessary for the success of
the project?
Listen !!!
 It’s a partnership!
 Be sure that the student knows that her/ his
views are heard and valued in the
relationship.
Communicate !
 Different types of conversations:
 Moving On - Ending this part of the relationship
and planning next steps.
 Celebrate the successes of the effort.
 Be honest in letting the student know the degree
to which you are willing to continue a relationship,
i.e. provide advice as they move on to the next
step in their training, be available via email, are
willing to provide recommendations.
 Let the student know where they stand with you.
Recognize Challenges Facing
Students of Color
 Student may come from an environment in which
they are the majority.
 Differences in the social environment.
 Concern with being an “ambassador” and
unwilling to admit that there may be parts of the
work that they don’t understand.
 Being met where they are.
 “Do I belong here?” Fear of being discovered as
an imposter.
 Develop a sense of Community.
Multiple Mentors ?
 Different mentors will play different roles:
– Academic or scientific advice
– Professional development
– Social mentors
– Negotiating the maze
Some Do’s and Don’ts of
Mentoring
Do
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Provide a welcoming environment
Share information
Ask their opinion
Listen !!!
Set expectations
Be collegial
Provide recognition for achievement
Provide support and suggestions and
get out of the way
 Identify measures of success
Some Do’s and Don’ts of
Mentoring
Don’t
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Micromanage
Focus on the “boss” role
Exclude them in the communication loop
Ignore their opinion
Make their goals too easy to reach
Protect them from making mistakes
Mentoring Resources
 The Compact for Faculty Diversity
www.instituteonteachingandmentoring.org
 Designing and Customizing Mentor Training www.carsmentoring.org
 How to Mentor Graduate Students
www.rackham.umich.edu/downloads/publications
 How to Mentor Graduate Students
www.grad.washington.edu/mentoring/GradFacultyMentor
 Mentoring (Responsible Conduct of Research Role Plays)
Teaching Research Ethics www.poynter.indiana.edu/tre