Faculty mentor toolkit

The following resources are provided to assist the Faculty Mentors in developing meaningful interactions, communications and relationships with their O-TEAM students. The Faculty Mentor is a critical member of the O-TEAM and these resources can be used to gain a stronger understanding of the role.

Faculty Mentoring Undergraduates: The Nature, Development, and Benefits of Mentoring Relationships
This article from Faculty Focus - Higher Ed discusses the Faculty role in mentoring Undergraduates: The nature, development, and benefits of mentoring relationships.

Mentoring Undergraduates: Professors Strategically Guiding the Next Generation of Professionals
One faculty member and three former undergraduate mentees discuss the development of their mentoring relationship. This paper is one description of how a mentoring relationship develops over time and how it benefits students, faculty and the university. Mentoring is not defined as how faculty impact students, but as an interdependent relationship, each person influencing, and being influenced by the other. The paper concludes by examining some of the systemic, institutional challenges that keep mentoring from happening and describes some future research that needs to be undertaken.

Five Effective Strategies for Mentoring Undergraduates: Students' Perspectives

Adviser, Teacher, Role Model, Friend: On Being a Mentor to Students in Science and Engineering
This document provides a good overview of the basic concepts of mentoring. While the primary focus is for science students, the concepts of mentoring can be applied to Mentors.

Developing a mentoring philosophy
This may help to help build a framework that you use to guide your mentoring strategies.

Mentoring: Learned, Not Taught
This chapter of a book provides guiding principles on Mentoring. Some areas talk about science students but the principles in general are applicable to all mentoring.

Students as Protégés: Factors That Lead to Success
This study provides insight into the factors that influence satisfaction with an Internet-based practitioner–student mentoring relationship that is part of an undergraduate business school curriculum. Practitioner mentors are especially important because they can help student protégés learn the skills needed for their professional development, encourage the formation of professional networks, and enhance the protégés' satisfaction with their education. In this study, we examine a number of factors that can potentially influence satisfaction with the mentoring relationship, including the protégé's networking to find a mentor, protégé trust in the mentor, protégé self-disclosure, the level of protégé understanding of the mentoring program's objectives, and how effectively the mentor serves as a role model. Hypotheses were tested through a structural equation model. The results showed that mentoring relationship satisfaction was positively associated with networking to find a mentor, trust in the mentor, protégé self-disclosure, protégé understanding of the objectives of the mentoring program, and the degree to which the protégé viewed the mentor as a role model. In addition, mentor trust was positively associated with the level of protégé self-disclosure. Implications for theory and practice are discussed, and recommendations on how to strengthen satisfaction with practitioner–student mentoring relationships are provided.