honors seminar paper

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Shannon Evans

UE 252: Honors Seminar

Professor Gardella

4/28/2010

The Art of Mentoring: Beneficial Qualities and Techniques to Consider

To Mentor is commonly defined as a wise and trusted counselor or teacher, or an

influential senior sponsor or supporter. This seems to be a common universal response when one

is questioned what one thinks a mentor might be. In theory, it is true that most Mentors are these

things, but there is also so much more. Through mentoring, both student and teacher gain new

outlooks, and knowledge. In reality the mentoring process can be influential to both persons

involved. Also the impact constructive mentoring gives could potentially shape imperative

learning habits, and skills. Some necessary qualities a good mentor should have are defined well

in an article titledNatures Guide for Mentors. In this article there are helpful pointers, and

examples for anyone who is attempting to become a mentor. Another articleMentoring for

Science, Technology, Engineering and Mathematics Workforce Development and Lifelong

Productivity: Success Across the K Through Grey Continuum highlights the importance of

having strategic methods and techniques for mentoring. It also recognizes the need for

community, state, and national support for mentoring in the science, and mathematical fields.

Throughout ones mentoring relationship progress should be marked, and evaluated so it can be

kept as evidence to demonstrate that mentoring can make a profound impact on future

generations. It is proven that mentoring can help influence hard work ethic, and new intelligent

ways of thinking, if it is done properly.


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When approaching the concept of how to mentor someone, one must consider many

variables. It is necessary for one to have a decent amount of time and effort, along with an

optimistic attitude in order for the right environment to be established. TheNatures Guide for

Mentoringgives some more helpful suggestions on character traits that can be useful as a

mentor. Some being respect, sensitivity, unselfishness, and enthusiasm. When mentoring respect

and enthusiasm must be present. Encouragement and appreciation lets the student know that no

idea or flaw will be mocked. This will create a safe environment for the relationship to grow.

Another useful resource in this article is the checklist provided on what makes a good mentor.

The checklist has topics such as availability, self direction, skill development, networking, etc to

evaluate oneself on. Again, this is also a very resourceful item to use, but it fails to realize the

uniqueness of all mentoring case scenarios. For example sometimes mentoring relationships are

strictly timed and cannot be lifetime long relationships, or if the mentoring is being done in a one

on one setting it is almost impossible to create that outside community. The lack of these things

may not make ones mentoring relationship any less effective. Although this checklist can

greatly improve the relationship between mentor and mentee it is clear that there is more to it.

The characteristics and situations described help nurture a trusting and learning bond but do not

make them. A relationship should be formed with the aid of these suggestions, but still based on

ones genuine personality to make the relationship real and more helpful then authoritative. A

statement in the article that bests represents the guidelines states

Can you plan your approach to mentoring by including strategies, processes, and

behaviors described here that clearly work? If so you will not only influence the next

generations, but also increase your own satisfaction by being in charge of a productive


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enthusiastic, challenging and fun team.(797).

It tends to be truthful that using these suggestions have proven to be helpful in creating a healthy

and rewarding connection.

Mentoring can often be somewhat free form, and flexible, but some structuring also must

be present in order to achieve goals. One of the first things that should be done is set goals, If

there is an ambition in place, it automatically helps set up the motivation to get there. Also both

student and teacher should agree that this goal is desirable, and attainable through hard work and

practice. After the initial aspirations are set, the mentoring can begin. This type of strategic

learning is supported inMentoring for Science, Technology, Engineering and Mathematics

Workforce Development and Lifelong Productivity: Success Across the K Through Grey

Continuum. Another point expressed in this article, is the importance of setting, and age when

mentoring. The way one mentors a 1st grader will not be the same as how one would mentor a

college student. The atmosphere of a technical, collegiate, or informal environment calls for

different ways of mentoring. In k-12, preparation and learning are the main focus. They are

learning techniques and tools in order to prepare for their future, or attain a goal. In a

community college or technical school encouragement is key. They are either moving towards

their next step in life, or trying to overcome challenging coursework that is usually a lot different

then what they are used too. A friendly person who is always there to push them is probably

exactly what they need to keep trying hard. A collegiate mentoring relationship focuses a lot on

academic and social needs. Many students are in the process of transferring into the workforce,

or applying for graduate studies, so it is important to make sure they do everything possible to


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reach those goals. A Mentor for a college student should be comforting, and goal orientated.

College students tend to be stressed, worried, or overwhelmed so it is important to have a

relaxing, and social relationship too so it is not all work all the time. When mentoring a college

student it is important to also tie in work ethic, goal setting, and encouragement.

Mentoring programs have proven effective, and should be implemented so every student

can have an encouraging role model. Hopefully the state and national governments will take

notice, and can help to start funding and starting these beneficial programs. These programs

would be especially helpful in urban and underrepresented areas. The National Science and

Technology Council (NSTC) should also have a more active role in funding and providing

mentoring.

NSTC should organize the coordination of these interests with an overall strategy for

mentoring across the k through grey continuum. The role of professional organizations in

mentoring should not be overlooked. These groups are already committed to increasing

awareness of their respective career opportunities and shaping the public image of

scientists.(9).

Science programs have shown to increase interest and opportunities for younger generations to

consider science as a path for their education. With the help of NSTC Science, Math and

Technology fields could become more diversified if mentoring programs were developed in

inner city schools. It is clear that mentoring is beneficial, very much so in grades K-12, since its

benefits have been proven hopefully more funding will be provided so every child has the

opportunity to have a mentor.


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Works Cited: MLA Format

Gardella, Joseph, Tanya Furman, Ashok Puri, Cheryl Schrader, David Pagni, and Sheryl Tucker.

"Mentoring for Science, Technology, Engineering and Mathematics Workforce Development

and Lifelong Productivity: Success Across the K Through Grey Continuum." (2006): 1-17. Print.

Lee, Adrian, Carina Dennis, and Philip Campbell. "Nature's Guide For Mentors."Nature 447 (2007):

791-97.Nature Publishing Group. Web. 29 Apr. 2010.

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