Advising and Mentoring Best Practices

At the beginning of their graduate experience, it would be helpful to meet with the mentee more frequently to ensure that the student is becoming acclimated to graduate school and to reduce any feelings of isolation. At this early stage, mentors should focus on encouraging the student to become part of the graduate community. During the central part of the student’s program, meeting with them at least once or twice per semester would help track progress, resolve issues that have surfaced, and provide general guidance/support. In cases where a student is having substantial difficulty in a particular area, mentors may want to meet with them more frequently. In the last part of the student’s graduate school journey they will need support and guidance around making personal and professional choices. Mentors will likely need to meet with students more frequently as they move through the decision making process regarding research agendas, job searches, relocating families, and other long-term decisions.

One of the most basic tenets of working with diverse students is recognizing that there are various dimensions of diversity (i.e. age, ethnic/cultural background, research interests, race, personality, gender) and understanding that individuals bring different perspectives or worldviews to the relationship. This frame of reference allows mentors to value the perspectives of their students in ways that promote mutual trust and respect. Mentoring diverse students requires that mentors be willing to acknowledge that there may be occasions when they do not fully understand the particular experiences of their students, but are nonetheless willing to listen to those stories and provide feedback and support when needed. Mentors must often broaden their own awareness of issues impacting diverse populations in order to provide support and information about resources and specific areas of research that a student may be interested in. The university offers a host of activities that provide opportunities for learning about diverse populations. Mentors should actively participate in these opportunities when they become available. Lastly, mentors should be willing to ask questions and seek guidance when they are faced with an issue they are not familiar with.

You can be a mentor to students without being their advisor. Such flexibility benefits both students and faculty, but can also lead to potential complications. First you must respect the advisor’s role in directing the student’s academic program. Offering alternative perspectives, including intellectual ones, is appropriate and valuable. But on intellectual and professional matters, the advisor has to have the last word, and students should never be put in the middle. Likewise, major problems with a student’s academic performance or progress should be brought to the advisor’s attention, even if a student might prefer to discuss them only with you. Finally, do not let yourself become a student’s de facto advisor if the advisor is not doing everything he or she should: you can do an enormous amount of work without receiving any official credit.

Mentoring students requires a significant personal commitment to their well-being as it incorporates both academic/professional guidance as well as psychosocial and emotional support. One of the most effective ways to ensure that appropriate boundaries are maintained is to discuss the expectations of both parties early on in the relationship and to periodically re-examine those expectations as the relationship grows. Secondly, it is helpful to encourage students to develop mentoring relationships with more than one person. Having multiple mentors allows students to receive support in a variety of areas (i.e. academic, personal, professional) which lessens the likelihood that a student looks to one person to meet all of their needs. It is also important for mentors to remember that there are other resources on campus that are designed to deal with a host of student needs and should be utilized when appropriate. Finally, mentors need to remember that while graduate students are adults and can be included in activities that might not be appropriate for undergraduate students, there is still a differential in the power structure of this relationship, which all parties need to be mindful of.

A variety of situations are likely to come up during the course of a mentoring relationship. Addressing these issues in ways that remain professional while also acknowledging the need to balance work and life can be challenging. Modeling how to perform such balancing acts can be a substantial component of being a mentor. At least three categories of personal situations come up often.

The first entails a discrete event or obligation that makes it especially difficult, or even impossible, to meet the obligations of the academic program for a time (i.e. a serious illness or injury for the student or family member, or the birth of a child). In these cases, the most important thing is to make sure the student is aware of relevant policies and resources. In some cases, it can be beneficial to discuss whether it would be better to take some time to focus on resolving the personal issue. Students should always consult with their advisor and/or program head to determine the feasibility of taking time off.

The second issue is that many graduate students, like faculty, struggle with work-life balance. Some have substantial family obligations, ranging from child care to ongoing care for an adult family member. These may limit when they can be on campus and which hours they can work. Mentors should be mindful of such circumstances. Other students are thinking about when or even whether to have children, move across the country or further for a job, or make similar commitments with large professional and personal implications. They often observe faculty closely to see how we have navigated similar choices, and they may ask directly about such decisions. Speaking with students directly about such issues is delicate, but a significant part of being a mentor. Even when students do not bring up the questions directly, some infer much from what they observe, so faculty should be mindful of what they model.

The third issue that often arises is whether a student wants to continue with graduate school and, perhaps, a subsequent academic career. Mentors should listen and provide encouragement but not judgment. Students raising such questions are often implicitly asking for encouragement and support; they do not actually want to be told to leave graduate school. Others, however, may genuinely be questioning whether this is what they want to do with their lives; they should be able to discuss that question without a presumption that continuing is the only or best option.

No matter how experienced you are as a mentor, delivering bad news or having a difficult conversation with a student is never easy. These conversations may include discussing the lack of academic progress, helping resolve conflicts between a student and their advisor, or assisting students dealing with personal issues. One of the first things to remember is that you should not hesitate to consult with others who are known to be good mentors. Deans and department heads should also be considered as a primary resource. Every case is different and the way to approach difficult conversations strictly depends on the topic. Some aspects to be considered are determining the best time and place to meet with the student. For instance, is this a conversation that can be held over coffee or is it more appropriate to meet somewhere less public? Regardless of the location, both students and mentors need to feel comfortable in order to address the issues at hand and speak openly about them. Lastly, remember that resources exist to support students both personally and academically, and should be utilized when needed. Please see the list of resources on this website.