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Mentoring Mary Murphy; TA Training Workshop; January 8, 2007 mmurphy@psych.stanford

Mentoring Mary Murphy; TA Training Workshop; January 8, 2007 mmurphy@psych.stanford.edu. a professional relationship in which one provides advice and/or psychosocial support that will contribute to another's professional and personal development .

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Mentoring Mary Murphy; TA Training Workshop; January 8, 2007 mmurphy@psych.stanford

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  1. MentoringMary Murphy; TA Training Workshop; January 8, 2007mmurphy@psych.stanford.edu • a professional relationship in which one provides advice and/or psychosocial support that will contribute to another's professional and personal development. • This mentoring relationship may be provided on an individual or group basis and may occur through a range of communication venues. • Furthermore, the duration and intensity of the relationships vary according to the match and needs of the individuals involved. • http://mentoring.apa.org/mentorarticle.html

  2. In his recent book, Richard Light1 has made a persuasive case that the learning that goes on outside of the classroom is more memorable and vital for undergraduate students and that much of the value in an undergraduate education can come from such interactions, particularly those with faculty and graduate mentors. 1Light, R. (2001). Making the Most of College: Students Speak Their Minds. Cambridge: Harvard University Press.

  3. Mentoring • Coaching • Collaboration • Knowledge base • Interpersonal relations • Modeling

  4. How do YOU want to be mentored?

  5. Main requisites for participation in mentoring1 • a belief in the process and in the students • a commitment to make the necessary time available to students • a willingness to impose on the mentoring process a standard every bit as high as that imposed on research • high expectations for student performance • a willingness to experiment and to be flexible 1Barba, J. and Troeger, D. R. (1999). Candid comments on Mentoring Undergraduates.

  6. Practical Matters • What do you expect from me? What can I expect from you? • What kind of skills are you hoping to gain? • How often do you want to be checked it with? Are you motivated internally or do you work better with deadlines? • What kind of feedback are you looking for in your work? • How can we both know if this mentoring relationship is working for both of us? Should we set up times to check in and assess?

  7. Resources • Felder, R.(1993) Teaching Teachers to Teach: The Case for Mentoring.Chem. Engr. Education 27 176-177. • Brent, R. and Felder, R.M. (1998) The New Faculty Member. Chemical Engineering Education 32, 46-47. • Felder, R. (1994) Things I Wish They Had Told Me.Chem. Engr. Education 28, 108-109. • Mullen, C. (2006). A Graduate Student Guide: Making the Most of Mentoring. Rowan and Littlefield Publishing Group. • Adams and Adams (1993). Techniques for Effective Undergraduate Mentoring. • Magnan and Schoenfeld (1994). Mentor in a Manual: Climbing the Academic Ladder to Tenure.

  8. How do YOU want to be mentored? • Coaching • Classes and school work • Future, career prospects, graduate school • Work/Life balance • Family concerns with a major in Psychology • Collaboration/Knowledge Base • Understanding and synthesizing class material • Writing class papers/conducting projects • Research questions/design • Using a script/scheduling and running participants • Data entry and analysis • Drawing conclusions • Presenting material: written and oral • Interpersonal relations/Modeling • Knowledge of required tests/hurdles/when the right time is to think about particular options/scholarships/funding • Letters of Recommendation • Models of Personal Statements/Scholarship essays • Reader on Theses, or for class/scholarship papers/essays • Practical and emotional resource for students/connection with a successful model

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