Slide 1

Mentoring and Advising Ph.D. Students

Wednesday, April 14, 20101:30-4:30pmTennessee Teaching and Learning Center

Dr. David Schumann, Director

Dr. Michelle Anderson, Higher Education Consultant

Dr. Dorothy Stulberg, Community Fellow

Ferlin McGasksey, Ph.D. Graduate Research InternExercise 1: Understanding Mentoring and Advising

How do practices of mentoring and advising reflect the culture of your department?

Overview of Workshop

Section I. Defining Differences and Exploring Issues Related to Mentoring and Advising

Section II. Applying Mentoring and Advising Communication and Techniques

Section III. Implementation of Mentoring and Advising in a Ph.D. Program

Section IV. Open Discussion and Closing ReflectionSection I. Defining Differences and Exploring Issues Related to Mentoring and Advising

Exercise 2: Response- Mentoring or Advising?

Using the two colored index cards provided, please hold up one card to visually answer each slide.

Blue for AdvisingPink for Mentoring Response: Mentoring or Advising?

Ph.D. student: Did you receive my chapter 3? What are your thoughts? When should I start the next chapter? Response: Mentoring or Advising?

Ph.D. student: I dont feel like Im learning anything in Dr. Taylors class. I know its a requirement, but couldnt I take something else instead?

Response: Mentoring or Advising?

Ph.D. student: Im thinking about forming my last committee member with Dr. Peters, do you think this is a good idea?

Response: Mentoring or Advising?

Ph.D. student: Do I have to finish my course work before I start writing my proposal?Response: Mentoring or Advising?

Ph.D. student: Im trying to decide if I should stay in this programExercise 3: Defining the Roles of Mentor and AdvisorWhat words would you use to describe a mentor?

What words would you use to describe an advisor?

Defining Differences

Advising-

An educator who advises students in academic affairsMentoring- A wise and trusted counselor or teacher

Defining Differences

Advising-Provides knowledge about the rules and procedures for academic degree programs

Provides information about programs, requirements, courses, assistantships, and ensures all graduate school requirements and deadlines are met(Kramer, 2003)

Mentoring- Provides support by sharing career experiences in academia, but encourages the students self-sufficiency

Provides insight into demystifying graduate school by sharing how things work within the department

Provides professional encouragement by sharing books and journal articles; encourages publication and conferences; collaborates and helps students form professional networks(Zachary, 2000) Defining Differences Student Perspective

Advising-Generally a topic specialist who answers my questions when I need help.Mentoring-Someone who asks the questions I didnt think to ask or Im subconsciously avoiding.Issues Related to Mentoring and Advising

Non-Verbal CommunicationBases of PowerBlurring the LinesCross-CulturalContract or AgreementNon-Verbal Communication

Communication percentages:

7% Verbal

38% Vocal

55% Visual

(Mehrabian & Wiener, 1967)

Non-Verbal Communication

Facial ExpressionsGesturesParalinguisticsBody Language and PostureProxemicsEye GazeHapticsAppearanceFrench and Raven's Five Bases of Power

Referent Power

2.Expert Power

3.Legitimate Power

4.Coercive Power

5.Reward Power

Blurring the Lines

Role Confusion- Occurs when lines of authority are blurred and there is lack of clarity about conflicting responsibilities.Cross-Cultural Mentoring and Advising

Become culturally awareDevelop a working knowledge of and appreciation for other culturesImprove communication skillsBecome culturally attuned to other culturesDevelop a flexible cultural lensCross-Cultural Mentoring and Advising

www.tenntlc.utk.edu

Intercultural Communication ChecklistCross-Cultural Mentoring Skills InventoryQuestions for Self-Reflection on Cross-Cultural Mentoring Relationships

Developing an Agreement or Contract

Success Criteria and MeasurementDelineation of Mutual ResponsibilitiesAccountability AssurancesGround Rules for the RelationshipConfidentiality SafeguardsBoundary SettingDeveloping an Agreement or Contract

www.tenntlc.utk.edu

Mentoring Partnership Agreement TemplateStreamlined Mentoring Partnership Agreement TemplateSample Mentoring Partnership Agreement

Stand Up and StretchSection II. Applying Mentoring and Advising Communication and Techniques

Applying Mentoring and Advising Communication

Exercise 4: Role Play- Scenario #1

You have a meeting with a Ph.D. student and the following question is asked:

What should I do for my dissertation topic?

Minimal Encouragement to Talk

Non-verbal response

One or two word response

Question regarding elaboration

Paraphrase (content and emotion)

Brief summary followed by a check for more questionActive Listening SkillsLook at the person and suspend other things you are doing. (Be Present)Listen not merely to the words, but the feeling content. Be sincerely interested in what the other person is talking about.Restate what the person said.Ask clarification questions once in a while.Be aware of your own feelings and strong opinions. (Assumptions Awareness)Offer your views only after you have listened completely.Combination Approach

*Always start by mentoring and transition into advising

Combination Approach

Exercise 5: Role Play- Scenario #2

Pair up with someone at your table

Role play your personal selection of a Ph.D. students concern or issue

Mentoring and Advising Examples

What is your most difficult mentoring and/or advising example that was raised at your table?

Section III: Implementation of Mentoring and Advising in a Ph.D. Program

Timeline of Ph.D. Students Needs:

First year and qualifying exams

Second year through coursework completion and comprehensive exams

Dissertation years and postdoctoral

First Year

What are some concerns or issues that a Ph.D. student might encounter during their first year ?Creativity in the Ph.D. Process

If you are not prepared to be wrong you will not come up with anything original. People are being educated out of their creative capacity. We do not grow into creativity, we grow out of it.

-Ken Robinson (Do Schools Kill Creativity? http://www.ted.com, retrieved April 2010)

Encouraging Creative Exploration

Being imaginativeBeing originalBeing curious with an enquiring dispositionBeing resourcefulBeing able to combine, connect, and synthesizeBeing able to think critically and analyticallyBeing able to represent ideas and communicated them to othersSecond Year to Coursework Completion and Comprehensive Exams

What are some concerns that a Ph.D. student might encounter during their second years and beyond to the comprehensive exam?

Dissertation Years

What are some concerns that a Ph.D. candidate might encounter during the dissertation years and postdoctoral?

Reflection of a Mentoring MomentCharacteristics of the Ideal MentorCharacteristics of the Ideal Mentor

Honest (5)Available (5)Open-minded (5)Knowledgeable (4)Reliable (3)Patient (3)Humorous (3)Good Listener (2)ApproachableSupportive, helpful, encouragingResourcefulFlexible Professional & Successful Firm & Persistence (someone to kick me in the butt)ForgivingProvides good professional adviceSomeone who can communicateSomeone who desires to have a menteeSomeone who can assess my strengths and weaknessesSomeone who respects me and what I bring to the tableExercise 6: Reflection of a Mentoring Moment

Pair up with someone new at your table (if possible) and share with them a positive and constructive mentoring moment of how someone mentored you.

Session IV. Open Discussion and Closing Reflection

Questions?

Concerns?

Comments?

Session IV. Open Discussion and Closing Reflection

Look back to Exercise 1 and read your initial thoughts about mentoring and advising.

Think about what has been covered during this workshop. What stands out to you now about mentoring and advising?

Turn to your neighbor and share what stands out to you.Contact Us

Tennessee Teaching and Learning Center

Email: tenntlc@utk.edu

Website: www.tenntlc.utk.edu

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(865) 974-3933