Early in your mentoring relationship, encourage students to do a self-appraisal to better assess their own needs and begin thinking about the types of people who might best help them. Use the following questions as "talking points" to guide your first meetings with a protégé. Prior to your first meeting, you will find it helpful to fill out Worksheet 2, Mentor checklist. When you first meet with a new protégé, use Worksheet 4, Professional development plan, or create one of your own.
Find out about the student's prior educational and professional experiences, and how he or she connects these to graduate study. Learn what the student hopes to accomplish with an advanced degree. In the course of your early meetings, consider these strategies to create a connection with your new protégé:
It is important to understand the qualities a graduate student will bring to a mentoring relationship — research or language skills, creativity, analytical techniques, computer skills, willingness to learn, enthusiasm, and commitment.
Be flexible enough to accommodate the varying work and learning styles of your graduate students. As you get started on the mentoring process, find out what motivates a student, how willing he or she is to take initiative, and what level of direction he or she needs from you at each stage of the process.
It's important to remember that just as you are choosing to work with a student, that student is also choosing to work with you. In trying to understand the kind of support you can provide, the student may ask questions about your:
Availability. Make sure your potential protégé knows about the extent of your other commitments, especially if you plan to be away from the university for an extended period (on leave or on a research project). Make arrangements to stay in contact.
Communication style. You should be able to clearly understand your protégé and feel you are able to effectively communicate your thoughts and ideas. Do you think you will be able to work closely with this person? Does he or she listen attentively to your ideas and concerns, and ask good questions? Will you be able to adjust to his or her personal style?
Workload and financial support. It's critical that you explain what you consider to be a normal workload for graduate scholarship (outside your protégé's work as a teaching or research assistant).
Publishing. Do you co-author articles with graduate students? If so, be sure to explain your philosophy on first authorship. The student also may want to know whether you are willing to help him or her prepare articles for publication and whether you have publishing contacts that might be of assistance.
Presentations for performing and visual arts. If your field requires students to make public performances or exhibitions, it is important for them to know whether you are willing to collaborate. Also critical is the amount of time you have to work with students to prepare your projects for public presentation. Are you willing to use your professional contacts to assist students in presenting their own work to the public?
You and your potential protégé should take some time to reflect on whether the two of you will be a good mentor-protégé match. If you decide to agree to be a mentor, you both will have a better understanding of what each of you stands to gain from the relationship. If a mentoring relationship begins to take shape, this understanding will help you and your protégé create a professional development plan tailored to the student's needs (see Worksheet 3, Phases of graduate student professional development and Worksheet 4, Professional development plan).