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Mentoring and Advising Ph.D. Students

Mentoring and Advising Ph.D. Students. Wednesday, April 14, 2010 1:30-4:30pm. Tennessee 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 Intern.

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Mentoring and Advising Ph.D. Students

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  1. Mentoring and Advising Ph.D. Students Wednesday, April 14, 2010 1:30-4:30pm Tennessee Teaching and Learning Center Dr. David Schumann, Director Dr. Michelle Anderson, Higher Education Consultant Dr. Dorothy Stulberg, Community Fellow FerlinMcGasksey, Ph.D. Graduate Research Intern

  2. Exercise 1: Understanding Mentoring and Advising • How do practices of mentoring and advising reflect the culture of your department?

  3. 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 Reflection

  4. Section 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 Advising • Pink for Mentoring

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

  6. Response: Mentoring or Advising? Ph.D. student: “ I don’t feel like I’m learning anything in Dr. Taylor’s class. I know it’s a requirement, but couldn’t I take something else instead?”

  7. Response: Mentoring or Advising? Ph.D. student: “I’m thinking about forming my last committee member with Dr. Peters, do you think this is a good idea?”

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

  9. Response: Mentoring or Advising? Ph.D. student: “ I’m trying to decide if I should stay in this program…”

  10. Exercise 3: Defining the Roles of Mentor and Advisor What words would you use to describe a mentor? What words would you use to describe an advisor?

  11. Defining Differences Mentoring- A wise and trusted counselor or teacher Advising- An educator who advises students in academic affairs

  12. Defining Differences • Mentoring- • Provides support by sharing career experiences in academia, but encourages the student’s • 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) • 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)

  13. Defining Differences – Student Perspective Advising- “Generally a topic specialist who answers my questions when I need help.” • Mentoring- • “Someone who asks the questions I didn’t think to ask or I’m subconsciously avoiding.”

  14. Issues Related to Mentoring and Advising • Non-Verbal Communication • Bases of Power • Blurring the Lines • Cross-Cultural • Contract or Agreement

  15. Non-Verbal Communication • Communication percentages: • 7% Verbal • 38% Vocal • 55% Visual • (Mehrabian & Wiener, 1967)

  16. Non-Verbal Communication Facial Expressions Gestures Paralinguistics Body Language and Posture Proxemics Eye Gaze Haptics Appearance

  17. French and Raven's Five Bases of Power Referent Power 2. Expert Power 3. Legitimate Power 4. Coercive Power 5. Reward Power

  18. Blurring the Lines • Role Confusion- Occurs when lines of authority are blurred and there is lack of clarity about conflicting responsibilities.

  19. Cross-Cultural Mentoring and Advising • Become culturally aware • Develop a working knowledge of and appreciation for other cultures • Improve communication skills • Become culturally attuned to other cultures • Develop a flexible cultural lens

  20. Cross-Cultural Mentoring and Advising • www.tenntlc.utk.edu • Intercultural Communication Checklist • Cross-Cultural Mentoring Skills Inventory • Questions for Self-Reflection on Cross-Cultural Mentoring Relationships

  21. Developing an Agreement or Contract Success Criteria and Measurement Delineation of Mutual Responsibilities Accountability Assurances Ground Rules for the Relationship Confidentiality Safeguards Boundary Setting

  22. Developing an Agreement or Contract • www.tenntlc.utk.edu • Mentoring Partnership Agreement Template • Streamlined Mentoring Partnership Agreement Template • Sample Mentoring Partnership Agreement

  23. Stand Up and Stretch

  24. Section II. Applying Mentoring and Advising Communication and Techniques

  25. 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?”

  26. 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 question

  27. Active Listening Skills Look 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.

  28. Combination Approach • *Always start by mentoring • and transition • into advising…

  29. Combination Approach • Exercise 5: Role Play- Scenario #2 • Pair up with someone at your table • Role play your personal selection of a Ph.D. student’s concern or issue

  30. Mentoring and Advising Examples • What is your most difficult mentoring and/or advising example that was raised at your table?

  31. 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

  32. First Year • What are some concerns or issues that a Ph.D. student might encounter during their first year ?

  33. 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)

  34. Encouraging Creative Exploration • Being imaginative • Being original • Being curious with an enquiring disposition • Being resourceful • Being able to combine, connect, and synthesize • Being able to think critically and analytically • Being able to represent ideas and communicated them to others

  35. Second 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?

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

  37. Reflection of a Mentoring Moment Characteristics of the Ideal Mentor

  38. Characteristics of the Ideal Mentor • Honest (5) • Available (5) • Open-minded (5) • Knowledgeable (4) • Reliable (3) • Patient (3) • Humorous (3) • Good Listener (2) • Approachable • Supportive, helpful, encouraging • Resourceful • Flexible • Professional & Successful • Firm & Persistence (someone to kick me in the butt) • Forgiving • Provides good professional advice • Someone who can communicate • Someone who desires to have a mentee • Someone who can assess my strengths and weaknesses • Someone who respects me and what I bring to the table

  39. Exercise 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.

  40. Session IV. Open Discussion and Closing Reflection • Questions? • Concerns? • Comments?

  41. 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.

  42. Contact Us Tennessee Teaching and Learning Center Email: tenntlc@utk.edu Website: www.tenntlc.utk.edu Facebook: Tennessee Teaching and Learning Center Twitter: tenntlc (865) 974-3933

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