Saundra Yancy McGuire, Ph.D.Ret Asst. Vice Chancellor and Professor of Chemistry

Director Emerita, Center for Academic SuccessLouisiana State University

Strategies for Effectively Mentoring 21st Century Students

Desired outcomes• We will understand the importance of

structured mentoring• We will be able to contrast the characteristics

of masterful vs misguided mentors• We will be able to contrast the characteristics

of proactive vs problematic protégés• We will be able to reduce stereotype threat• We will understand the importance of self-

mentoring• We will have high impact mentoring strategies

to implement with our protégés

Reflection QuestionThink of someone who was a good mentor to you. List one quality, action, or attitude

that made him/her a good mentor.

Effective Mentors*• Serve as role models for students engaged in

academic pursuits• Provide information about negotiating the

academic environment • Provide information about, and encourage

protégés to use, academic resources• Serve as a confidante and advisor on

academic issues• Know when to refer protégés to other

assistance when necessary

*http://www2.ed.gov/pubs/OR/ConsumerGuides/mentor.html

Understanding Your Protégé

• What are the characteristics of this protégé?– Learning style* (modality – visual, aural

read/write, kinesthetic)–Personality style* (Myers Briggs Type

Inventory)–Career goals and interests

• What are the protégé’s expectations of the mentoring experience?

• What is the protégé’s cultural background?*www.cas.lsu.edu

Characteristics of Many of Today’s Students

• Working more hours• More diagnosed ADHD• Interested in obtaining

credentials• Feel entitled to an A or

B if they consistently attend class

• Few time management skills

• Few learning skills

A Learning Strategy that can be quickly and easily implemented:

The Study Cycle*

*adapted from Frank Christ’s PLRS system

4Reflect

4Reflect

3Review

The Study Cycle

1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session

2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc.

3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack4 Review (5 min) Go over what you just studied

*Intense Study Sessions

Attend

Review

Study

Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.

Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you.

Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.

Assess your Learning – Periodically perform reality checks• Am I using study methods that are effective?• Do I understand the material enough to teach it to others?

Preview

Center for Academic SuccessB-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Assess

Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.• Intense Study Sessions* - 3-5 short study sessions per day• Weekend Review – Read notes and material from the week to make

connections

Mentors Must Help Students Develop the Right Mindset*!

• Help them understand the difference between a fixed intelligence mindset and a growth intelligence mindset

• Help them understand how a fixed intelligence mindset may be holding them back

*Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Important Reading

Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

Mindset* Matters!

Fixed Intelligence MindsetIntelligence is staticYou have a certain amount of it

Growth Intelligence MindsetIntelligence can be developedYou can grow it with actions

Dweck, Carol (2006) Mindset: The New Psychology of Success.New York: Random House Publishing

Responses to Many Situations are Based on Mindset

Fixed Intelligence Mindset Response

Growth Intelligence Mindset Response

Challenges Avoid Embrace

Obstacles Give up easily Persist

Tasks requiring effort Fruitless to Try Path to mastery

Criticism Ignore it Learn from it

Success of Others Threatening Inspirational

Mindset determines reactions to

• Challenges – avoid vs. embrace• Obstacles – give up easily vs. persist• Tasks requiring effort – fruitless vs. path to

mastery• Criticism – ignore vs. learn from• Success of Others – feel threatened by vs.

find lessons and inspiration in

Innovative Educators WebinarOctober 20, 2010

Mentors Can Span the Gamut from Masterful to Misguided!

Protégés Can Cover the Spectrumfrom Proactive to Problematic!

Reflection Question

Have you ever gotten bad advice from a mentor? Please share it with us now.

ADVICE

Behaviors of Masterful Mentors

• Act as a source of information about the expected behaviors, culture, and norms of the institution

• Tutor specific skills and provide effective learning strategies

• Give feedback and provide coaching, but allow protégés to make their own decisions

• Demonstrate confidence in each protégé’s academic capability, regardless of current performance

Characteristics of Misguided Mentors

• Controlling and Manipulative• Self – Centered• Legend in their own mind• Lack respect for protégé’s intelligence and ability• Unwilling to remain on professional level

What Mentors Should Understand

• Our protégé’ is not us (The Golden Rule may not apply!)• We must listen more than talk• How to brainstorm solutions with protégé• How to communicate high expectations• How to help protégé deal with setbacks• When to call in others

Characteristics of Proactive Protégés

• Interested in receiving advice• Receptive to constructive criticism • Responsive to suggestions• Spend time preparing for mentoring session• Unafraid of asking probing questions

Characteristics of Problematic Protégés

• Regularly miss appointments• Fail to heed advice• Refuse to take responsibility• Want academic mentor to “spoon feed”• Generally unenthusiastic and negative

Stereotype Threat: A Potential Barrier to Academic Success

• What is stereotype threat?• How can mentors decrease stereotype

threat?

Stereotype Threat• Stereotype threat refers to being at risk of

confirming, as self-characteristic, a negative stereotype about one's group

(Steele & Aronson, 1995)• It can negatively impact underrepresented

minority and female students in STEM courses

http://www.reducingstereotypethreat.org/

To Reduce Stereotype Threatin Mentoring Sessions

• Emphasize the importance of effective strategies, not ability, for academic success

• Emphasize membership in a group known for success (e.g. college students) rather than the stereotyped group

To Reduce Stereotype Threatin Mentoring Sessions

• Refrain from statements that “most students with your background don’t do well”

• Emphasize high expectations while expressing confidence in protégé’s ability to meet the expectations

Effective Strategies for Strong Mentoring Relationships

• Get to know each other• Establish expectations and ground rules• Remain relentlessly pleasant and positive• Set goals and timelines

Effective Strategies for Strong Mentoring Relationships

• Attribute failures to correctable causes• Attribute successes to protégé competence• Maintain consistent meetings• Celebrate successes!

Teach Your Protégés the Art of Reflective Self Mentoring

It works beautifully when no mentor is available!

Strategies for “Self-Mentoring”

• Use critical thinking to discern the rules and culture of the institution.

• Talk with others who have succeeded to find out how they did it.

• Encourage yourself by using positive self-talk and constantly reminding yourself that the talents that brought you to this point will lead you to future success.

• Concentrate on the ABCs!

The ABCs of Academic Success!

Attitude, Behavior, Commitment

Attitude

“It’s your attitude, not your aptitude,

that determines your altitude.”

Zig Ziglar

Behavior

It’s the difference between knowing and doing that determines success.

Anonymous

Commitment

It’s not over ‘til it’s over, and only the protégé

can determine when it’s over!

Additional References• Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the Effects of

Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Retrieved August 5, 2007 from http://www.atkinson.yorku.ca/~jsteele/files/04082317412924405.pdf

• Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press.

• Murray, M. and Owen, M. (1991). Beyond the Myths of Mentoring. San Francisco, CA: Josey-Bass.

• Peddy, S. (2001). The Art of Mentoring: Lead, Follow, and Get Out of the Way. Houston, TX: Bullion Books.

• Peirce, W. (2003). Metacognition: Study Strategies, Monitoring, and Motivation. Retrieved August 4, 2007 fromhttp://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm