Departmental faculty members, chairs, and graduate chairs share a collective responsibility to establish and maintain a culture of effective mentoring. While this culture will differ from department to department, there are some common elements of effective mentoring environments. Consider implementing the following strategies to help your department optimize its mentoring resources and nurture productive relationships between faculty and graduate students.
It is wise for departments to construct a policy that focuses on effective mentoring as a core component of the graduate student experience. Such a policy is most effective when it emerges from the creative ideas and good will of the faculty, which a few interviews with mentoring focus groups can cultivate. In this way, all members of a department can identify principles of mentoring and agree on how they will institutionalize and reward good practice.
Assign new students a temporary faculty adviser to help them initiate relationships with faculty during the first year of graduate school. Assignments can be based on shared interests and should require each temporary adviser to meet with advisees at least once a quarter to review any questions or concerns about departmental requirements, course selections, and how well the student is being socialized into department life. Such appointments should focus on ensuring that all students receive quality initial support in a systematic way. These temporary relationships allow students to learn the ropes without having to make premature commitments to a mentor. Later on, students' choices of long-term mentors or advisers will be better informed and based upon their developing research, teaching, and career interests.
In order to facilitate students' transition to life in graduate school, pair first-year graduate students with more advanced graduate students on the basis of similar interests. Peer mentors can help new students become familiar with departmental culture, strategies for success in the first year, and resources at the university and in Lincoln. Departments can support this effort by outlining the basic responsibilities of both peers to each other and to the mentoring process, and making funds available to support regular mentoring activities.
Departments that create rewards for excellent mentorship are usually in the best position to help their faculty turn good principles into action. For example, during reviews for merit increases, departments can take into account the quality and quantity of mentoring by asking faculty to document this information in their portfolio. Departments can also ask graduate students to assess their mentors. Another way to reward good mentors is to factor in teaching credits for faculty who have heavy mentoring responsibilities.