Mentoring Philosophy: A Self-Reflective Tool for Effective Teaching Tiera S. Coston, JD, PhD Preparing Mentors and Advisors at Xavier
Objectives • Demonstrate the interconnection between mentoring and effective teaching. • Introduce the idea and value of a mentoring philosophy to improve teaching. • Provide resources and guidance on crafting a mentoring philosophy that reflects the creator’s values. • Provide the opportunity and support to begin crafting your mentoring philosophy. Preparing Mentors and Advisors at Xavier
Xavier University of Louisiana • Founded by Saint Katharine Drexel and the Sisters of the Blessed Sacrament • Catholic and historically Black • “. . . to contribute to the promotion of a more just and humane society by preparing its students to assume roles of leadership and service in a global society. This preparation takes place in a diverse learning and teaching environment . . .” Preparing Mentors and Advisors at Xavier
UMES • Land-grant institution • Historically Black • “. . . distinctive learning , discovery and engagement opportunities in the arts and sciences, education, technology, engineering, agriculture, business and health professions.” • “. . . provides individuals, including first generation college students, access to a holistic learning environment that fosters multicultural diversity, academic success, and intellectual and social growth.” Source: University of Maryland Eastern Shore. “Celebrating the Journey: The 125 th Anniversary of UMES” 1886 -2011. Photo Gallery. Preparing Mentors and Advisors at Xavier
Teaching the Mission • ̍mi-sh ə n: a preestablished and often self-imposed objective or purpose • Take a moment to reflect on your institution’s mission. • How does your institution’s mission inform your teaching? Mission [Def. 4c]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved June 3, 2019, from https://www.merriam-webster.com/dictionary/mission. Preparing Mentors and Advisors at Xavier
Xavier University of Louisiana • About 3,000 students (75% undergraduate; 25% graduate/professional) • 79% of 2,463 undergraduates major in a biomedical discipline Biochemistry Bioinformatics Biology Chemistry Computer Science Data Science Mathematics Physics Psychology Public Health Sociology Preparing Mentors and Advisors at Xavier
Xavier University of Louisiana • Students (~3,231): • 72% African – American • 9% Asian • 5% White • 4% LatinX • 10% Others • 75% female • 25% male • Faculty (~223): • 37% White • 35% African American • 14% Non -resident foreign citizen • 5% Asian/Native American/ Pacific Islander • 8% Other • 55% male • 45% female Preparing Mentors and Advisors at Xavier
The Science of Mentoring Interventions such as mentoring can significantly increase: – Research-related skills – Participation ( in fields where traditionally underrepresented) – Increased self-efficacy – GPAs – Retention Gibson, Y.B. (2014). The Impact of Mentoring Programs for African American Male Community College Students. J. Mason Grad. Res. 1(2), 70-82. • http://dx.doi.org/10.13021/G81P4B Haeger, H. & Fresquez, C. (2016). Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences. CBE life sciences • education, 15(3), ar36. McGee, R., Saran, S. & Krulwich, T.A. (2012). Diversity in the Biomedical Research Workforce: Developing Talent. Mt. Sinai, J Med. 79, 397-411. • Members of underrepresented groups typically receive less mentoring than their majority peers. Thomas, D.A. (2001). The Truth About Mentoring Minorities: Race Matters. Harvard Business Review, 79(4), 98-107, 168. • Helm E.G., Prieto D.O., Parker J.E., Russell M.C.. Minority medical school faculty. J Natl Med Assoc. 2000; 92:411 – 414. • Morzinski J.A., Fisher J.C. A nationwide study of the influence of faculty development programs on colleague relationships. Acad Med. 2002; 77:402 – 406. • Preparing Mentors and Advisors at Xavier
The Practice of Mentoring • Admirable Personal Qualities – Altruistic – Honest – Trustworthy – Active listener – Enthusiastic – Compassionate – Set clear expectations • Cho, C. S., Ramanan, R. A., & Feldman, M. D. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of Outstanding Mentors. The American Journal of Medicine, 124, 453-458. doi:10.1016/j.amjmed.2010.12.007 • Straus, S. E., Johnson, M. O., Marquez, C., & Feldman, M. D. (2013). Characteristics of Successful and Failed Mentoring Relationships. Academic Medicine, 88(1), 82-89. doi:10.1097/acm.0b013e31827647a0 Preparing Mentors and Advisors at Xavier
The Practice of Mentoring • Committed – Commit necessary time – Accessible – Provide high-quality interactions • Experienced – Develop skills and strengths of mentees – Assist with gaining disciplinary knowledge – Actively advocate on mentee’s behalf • Career Guider – Possess professional experience and networks • Pfund, C., Byars-Winston, A., Branchaw, J., Hurtado, S., & Eagan, K. (2016). Defining Attributes and Metrics of Effective Research Mentoring Relationships. AIDS and Behavior, 20(S2), 238-248. doi:10.1007/s10461-016-1384-z Preparing Mentors and Advisors at Xavier
The Practice of Mentoring • Mentoring Legator – Role modeling – Institute policies – Set expectations and standards of mentorship • Culturally Aware/Responsive – Assist with developing sense of belonging – Advance equity and inclusion – Assist with reducing impact of bias and stereotype threat • Gandhi, M., & Johnson, M. (2016). Creating More Effective Mentors: Mentoring the Mentor. AIDS and Behavior, 20(S2), 294-303. doi:10.1007/s10461-016- 1364-3 Preparing Mentors and Advisors at Xavier
Teachers as Mentors Teachers who prepare themselves as mentors: • Increase their potential to enhance student growth and development • Help students maximize educational experiences • Enrich their own teaching and professional development • Gain exposure to new and diverse populations • Improve coaching and listening skills • Find work more meaningful and satisfying • Hone leadership skills • Reengage professionally • Zachary, L.J. (2002). The Role of Teacher as Mentor. Contemporary Viewpoints on Teaching Adults Effectively. New Directions for Adult and Continuing Education, No. 93, 27-38 Preparing Mentors and Advisors at Xavier
Teachers as Mentors • Examined the effect of writing a self- affirming essay on students’ grades • Targeted the person and the environment Bowen, N.K., Wegmann, K.M., & Webber, K.C. (2013). Enhancing a brief writing intervention to combat stereotype threat among middle-school students. Journal of Educational Psychology, 105(2), pp. 427-435. Preparing Mentors and Advisors at Xavier
Teachers as Mentors Bowen, N.K., Wegmann, K.M., & Webber, K.C. (2013). Enhancing a brief writing intervention to combat stereotype threat among middle-school students. Journal of Educational Psychology, 105(2), pp. 427-435. Preparing Mentors and Advisors at Xavier
Theory to Practice • Critical reflection: • Necessary to develop professionally and enhance teaching effectiveness • Allows one to gain new perspectives on their thoughts and actions and question assumptions not previously realized • Developing and periodically revisiting your mentoring philosophy is reflective process that can enhance your teaching. Brookfield, S.D.. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass. Preparing Mentors and Advisors at Xavier
Mentoring Philosophy What is a Mentoring Philosophy? A statement that explains and justifies the way you approach personal and professional relationships with students as you guide their development into professionals. Pfund, C., Branchaw, J. and Handelsman, J. (2014). Entering Mentoring. New York, NY: WH Freeman & Company. Preparing Mentors and Advisors at Xavier
Your Mentoring Philosophy • Why write one? – Help maintain your focus – Can share with students – Can fold into your teaching philosophy – Can help with grant writing Pfund, C., Branchaw, J. and Handelsman, J. (2014). Entering Mentoring. New York, NY: WH Freeman & Company. Preparing Mentors and Advisors at Xavier
Your Mentoring Philosophy • What’s typically included? – Definitions of mentor, mentee, and learning – View of mentee role – View of mentor role – Goals and expectations of the relationship – Mentoring methods and evaluations – Personal context Pfund, C., Branchaw, J. and Handelsman, J. (2014). Entering Mentoring. New York, NY: WH Freeman & Company. Preparing Mentors and Advisors at Xavier
Preparing Mentors and Advisors at Xavier
Mentoring Philosophy Preparing Mentors and Advisors at Xavier
Your Mentoring Philosophy How will you indicate cultural awareness/sensitivity in your mentoring philosophy? Pfund, C., Branchaw, J. and Handelsman, J. (2014). Entering Mentoring. New York, NY: WH Freeman & Company. Preparing Mentors and Advisors at Xavier
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