Mentoring plays an integral part of the professional growth and development of graduate students at Virginia Tech. Mentoring is defined in several ways from broad based support of faculty, staff and fellow student in the university community to direct one-on-one advising by the students’ academic advising committee. At the heart of the process of effective mentoring is the relationship between mentors and students. This involves assessing the current level of knowledge held by students, as well as evaluating study habits and identifying any impediments to the professional development process that may be present. Once mentors have a basic understanding of the needs of the students, it is possible to individually tailor the mentoring process.
Mentors could be anyone who show special interest in the growth of the student and their role goes far beyond simple instructions outside the classroom. Similarly, a graduate student could have multiple mentors including their academic advising faculty, staff, community leaders, and peers. be passionate about and show enthusiasm toward students’ interests; be willing to invest time and effort in helping the student mentee; be sensitive to the needs of students; appreciate individual differences; show respect regardless of the status of the mentees; and be well rounded in their knowledge and widely receptive of new ideas. Mentors are sensitive to mentees’ needs both professionally and personally, such as finding the right balance between work and family responsibilities, coping with cultural transitions after a move from a different part of the world, developing confidence in a culture that may not be welcoming, or opposing ethnic or gender bias if it arises. Academic mentors also will make sure students are aware of any resources that may prove helpful in the professional development process. If appropriate, academic mentors may accompany students to the specific type of resources they need. Mentors could be other students enrolled at the same institution of learning. Since the relationship is more peer-to-peer, student mentees are often more open to the suggestions of the student mentors. Often, student mentors can connect and support student mentees in ways that are not possible through faculty or staff mentoring relationships.
Academic mentors serve as role models for students engaged in their learning process, providing positive examples in attitude, serving as counselors and confidants to the students, and ensuring students are aware of various resources that are available that may prove helpful in their professional development process. The actions of good mentors include: being available when needed (open door policy); providing timely advice that is clear and explicit; offering inspiration and optimism; being able to balance direction and self-direction; being a good listener; and helping students navigate and secure needed resources.
Mentors may be assigned to graduate students by the academic departments or sought out by students who sense their need for support to successfully pursue a course of study. In addition to seeking mentors, graduate students can also serve as mentors for undergraduate students and help them become successful professionals and future graduate students.