Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and EngineeringThis guide is meant to assist mentors and advisors in understanding how they might help students identify and respond to the challenges of becoming scientists or engineers. The guide--intended for faculty members, teachers, administrators, and others who advise and mentor students of science and engineering--attempts to summarize features that are common to successful mentoring relationships. The goal is to encourage mentoring habits that are in the best interests of both parties in the relationship. The chapters define mentoring, explain the different roles the mentor plays with students (faculty advisor, career advisor, skills consultant, role model), makes recommendations for improving the quality of mentoring, and provides resources. Within each chapter, the text contains steps to improve mentoring, examples of poor and good mentoring, the context of mentoring, a sample of nonacademic careers in science and engineering, and chapter summaries. (Contains 50 references.) (ASK) |
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Page vii
... feedback was provided by an external advisory group composed of Douglas Bodner , George Campbell Jr. , Carlos Gutierrez , Karen Harpp , Susan Kiehne , Susan Lasser , Susan Mims , Norine Noonan , Richard Tapia , and Michael Zigmond ...
... feedback was provided by an external advisory group composed of Douglas Bodner , George Campbell Jr. , Carlos Gutierrez , Karen Harpp , Susan Kiehne , Susan Lasser , Susan Mims , Norine Noonan , Richard Tapia , and Michael Zigmond ...
Page 41
... feedback . Formally evaluate junior faculty at least once a year — preferably twice . Ap- point an ad hoc review committee to meet with the new fac- ulty member . At the meeting , ask about short - term and long- term goals . Discuss ...
... feedback . Formally evaluate junior faculty at least once a year — preferably twice . Ap- point an ad hoc review committee to meet with the new fac- ulty member . At the meeting , ask about short - term and long- term goals . Discuss ...
Page 51
... feedback , even when this is difficult . Provide examples of nonacademic , as well as academic , role models . The Career as Continuum At every level , the student should learn to look at aca- demic and professional activities as parts ...
... feedback , even when this is difficult . Provide examples of nonacademic , as well as academic , role models . The Career as Continuum At every level , the student should learn to look at aca- demic and professional activities as parts ...
Contents
WHAT IS A MENTOR? | 1 |
FACTS | 3 |
THE MENTOR AS FACULTY ADVISER | 17 |
Copyright | |
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abilities academic actuarial advice aware career goals Career Planning Center Careers in Science Casualty Actuarial Society cation Chartered Financial Analyst choose colleague communication COSEPUP course cultural degree dents develop discussing doctoral effective mentoring employment ence Encourage students ethical evaluation faculty member feedback fields genetic counseling Grad School graduate education graduate school graduate students guidance Guide to Grad Help students help the student Hispanic important institution's institutions job market laboratory major math mathematics mentoring junior faculty mentoring relationship Mentors can help MILDRED DRESSELHAUS National Science Foundation network of contacts nonacademic offer POOR MENTORING postdoctoral position postdoctoral students profes professor reer research experience role models science and engineering science or engineering scientific misconduct scientists and engineers seek senior Sexual harassment skills student find STYLES suggest Summary Points teaching tion TIPS ulty undergraduate understand University WILLIAM JULIUS WILSON writing