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Mentor Resources

Most mentors report personal satisfaction and fulfillment, are often creatively inspired by their mentees, have increased networking due to their involvement with students, are motivated to stay current in their field, and mentoring relationships often result in lifelong friendships. (Johnson, 2007)

Intentional Mentoring

  • Building trust is key to effective mentoring relationships.
  • For an effective experience, the mentor and mentee should establish agreed upon norms for their relationship.
  • An effective mentor is one who is engaged, authentic, open, and communicates clear expectations.
  • It can be dangerous to assume that students have knowledge of or access to resources.
  • Consistent and frequent communication will strengthen your mentoring relationship.

Resources for Intentional Mentoring

Why Mentor?

  • Mentoring is an activity that can have a life-changing impact on students.
  • A mentor is a person who is a trusted adviser, confidant, and supporter who can guide a less-experienced person.
  • Mentoring provides mentees with a resource that goes beyond an academic advisor.
  • Diversity in mentors (multiple mentors) provides students with a breadth of input and guidance on different aspects of their academic training and career.
  • Peer and near-peer mentoring can provide scaffolded mentoring for people at various academic and professional levels.
  • Mentors help shape self-perception and attitudes of community college students and influence academic performance.
  • Intentional mentoring can be particularly critical for fostering success in community college students and students from historically underrepresented groups.

The term "mentoring" as it's used in higher education is not well defined. References you may find helpful:

  • Crisp, G. (2010). The impact of mentoring on the success of community college students. The Review of Higher Education, 34(1), 39-60.
  • de Janasz, S. C., & Godshalk, V. M. (2013). The role of e-mentoring in protégés’ learning and satisfaction. Group & Organization Management, 38(6), 743-774.
  • Diegel, B. L. (2013). Perceptions of community college adjunct faculty and division chairpersons: Support, mentoring, and professional development to sustain academic quality. Community College Journal of Research and Practice, 37(8), 596-607.
  • Galbraith, J. M. (2012). Shepherding undergraduate students through a research experience and a professional meeting. NACTA Journal, 56(2), 76.
  • Huntoon, J. E., & Lane, M. J. (2007). Diversity in the geosciences and successful strategies for increasing diversity. Journal of Geoscience Education, 55(6), 447-457.
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of educational research, 61(4), 505-532.
  • Johnson, W. B. (2015). On being a mentor: A guide for higher education faculty. Routledge.
  • Pope, M. L. (2002). Community college mentoring: Minority student perception. Community College Review, 30(3), 31-45.
  • Sadia, S., Khan, R. A., Rauf, R., Shaheen, A., & Waqar, F. (2014). Ideal Mentor-Perceptions of Faculty and Students. JIMC Journal of Islamic Internations Medical College, 3-6.

Last modified: 2020-05-14  18:16:49  America/Denver