Tiera S. Coston, JD, PhD...Preparing Mentors and Advisors at Xavier Objectives • Demonstrate the interconnection between mentoring and effective teaching. • Introduce the idea

Preparing Mentors and Advisors at Xavier

Mentoring Philosophy:A Self-Reflective Tool for Effective Teaching

Tiera S. Coston, JD, PhD


Objectives

• Demonstrate the interconnection between

mentoring and effective teaching.

• Introduce the idea and value of a mentoring

philosophy to improve teaching.

• Provide resources and guidance on crafting a

mentoring philosophy that reflects the creator’s

values.

• Provide the opportunity and support to begin

crafting your mentoring philosophy.


• Founded by Saint Katharine

Drexel and the Sisters of the

Blessed Sacrament

• Catholic and historically Black

• “. . . to contribute to the

promotion of a more just and

humane society by preparing

its students to assume roles

of leadership and service in a

global society. This

preparation takes place in a

diverse learning and

teaching environment . . .”

Xavier University of Louisiana


• Land-grant institution

• Historically Black

• “. . . distinctive learning,

discovery and engagement

opportunities in the arts and

sciences, education,

technology, engineering,

agriculture, business and health

professions.”

• “. . . provides individuals,

including first generation

college students, access to a

holistic learning environment that fosters multicultural

diversity, academic success, and

intellectual and social growth.”

UMES

Source: University of Maryland Eastern Shore. “Celebrating the Journey:

The 125th Anniversary of UMES” 1886-2011. Photo Gallery.


Teaching the Mission

• ̍mi-shən: a

preestablished and

often self-imposed

objective or purpose

• Take a moment to

reflect on your

institution’s mission.

• How does your

institution’s mission

inform your teaching?Mission [Def. 4c]. (n.d.). Merriam-Webster Online. In Merriam-Webster. Retrieved June 3, 2019, from https://www.merriam-webster.com/dictionary/mission.

https://www.merriam-webster.com/dictionary/mission


Xavier University of Louisiana• About 3,000 students

(75% undergraduate; 25% graduate/professional)

• 79% of 2,463 undergraduates major in a biomedical discipline

Biochemistry Bioinformatics Biology Chemistry Computer Science Data Science Mathematics Physics Psychology Public Health Sociology


Xavier University of Louisiana• Students (~3,231):

• 72% African–American• 9% Asian• 5% White• 4% LatinX• 10% Others• 75% female • 25% male

• Faculty (~223):• 37% White• 35% African American• 14% Non-resident foreign

citizen• 5% Asian/Native American/

Pacific Islander• 8% Other• 55% male • 45% female


The Science of MentoringInterventions such as mentoring can significantly increase:

– Research-related skills

– Participation (in fields where traditionally underrepresented)

– Increased self-efficacy

– GPAs

– Retention

• Gibson, Y.B. (2014). The Impact of Mentoring Programs for African American Male Community College Students. J. Mason Grad. Res. 1(2), 70-82.

http://dx.doi.org/10.13021/G81P4B

• Haeger, H. & Fresquez, C. (2016). Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences. CBE life sciences

education, 15(3), ar36.

• McGee, R., Saran, S. & Krulwich, T.A. (2012). Diversity in the Biomedical Research Workforce: Developing Talent. Mt. Sinai, J Med. 79, 397-411.

Members of underrepresented groups typically receive less

mentoring than their majority peers.• Thomas, D.A. (2001). The Truth About Mentoring Minorities: Race Matters. Harvard Business Review, 79(4), 98-107, 168.

• Helm E.G., Prieto D.O., Parker J.E., Russell M.C.. Minority medical school faculty. J Natl Med Assoc. 2000; 92:411–414.

• Morzinski J.A., Fisher J.C. A nationwide study of the influence of faculty development programs on colleague relationships. Acad Med. 2002; 77:402–406.

http://dx.doi.org/10.13021/G81P4B


The Practice of Mentoring

• Admirable Personal Qualities

– Altruistic

– Honest

– Trustworthy

– Active listener

– Enthusiastic

– Compassionate

– Set clear expectations

• Cho, C. S., Ramanan, R. A., & Feldman, M. D. (2011). Defining the Ideal Qualities of Mentorship: A Qualitative Analysis of the Characteristics of

Outstanding Mentors. The American Journal of Medicine, 124, 453-458. doi:10.1016/j.amjmed.2010.12.007

• Straus, S. E., Johnson, M. O., Marquez, C., & Feldman, M. D. (2013). Characteristics of Successful and Failed Mentoring Relationships. Academic Medicine,

88(1), 82-89. doi:10.1097/acm.0b013e31827647a0


• Committed

– Commit necessary time

– Accessible

– Provide high-quality interactions

• Experienced

– Develop skills and strengths of mentees

– Assist with gaining disciplinary knowledge

– Actively advocate on mentee’s behalf

• Career Guider

– Possess professional experience and networks


• Pfund, C., Byars-Winston, A., Branchaw, J., Hurtado, S., & Eagan, K. (2016). Defining Attributes and Metrics of Effective Research Mentoring Relationships.

AIDS and Behavior, 20(S2), 238-248. doi:10.1007/s10461-016-1384-z


• Mentoring Legator

– Role modeling

– Institute policies

– Set expectations and standards of

mentorship

• Culturally Aware/Responsive

– Assist with developing sense of belonging

– Advance equity and inclusion

– Assist with reducing impact of bias and

stereotype threat


• Gandhi, M., & Johnson, M. (2016). Creating More Effective Mentors: Mentoring the Mentor. AIDS and Behavior, 20(S2), 294-303. doi:10.1007/s10461-016-

1364-3


Teachers as MentorsTeachers who prepare themselves as mentors:• Increase their potential to enhance student

growth and development

• Help students maximize educational

experiences

• Enrich their own teaching and professional

development• Gain exposure to new and diverse populations

• Improve coaching and listening skills

• Find work more meaningful and satisfying

• Hone leadership skills

• Reengage professionally• Zachary, L.J. (2002). The Role of Teacher as Mentor. Contemporary Viewpoints on Teaching Adults Effectively. New Directions for Adult and Continuing

Education, No. 93, 27-38


Teachers as Mentors

• Examined the effect of writing a self-affirming essay on students’ grades

• Targeted the person and the environment

Bowen, N.K., Wegmann, K.M., & Webber, K.C. (2013). Enhancing a brief writing intervention to combat stereotype threat among

middle-school students. Journal of Educational Psychology, 105(2), pp. 427-435.


Teachers as Mentors

Bowen, N.K., Wegmann, K.M., & Webber, K.C. (2013). Enhancing a brief writing intervention to combat stereotype threat among

middle-school students. Journal of Educational Psychology, 105(2), pp. 427-435.


Theory to Practice

Brookfield, S.D.. (1995). Becoming a Critically Reflective Teacher. San Francisco: Jossey-Bass.

• Critical reflection:• Necessary to develop professionally and enhance

teaching effectiveness

• Allows one to gain new perspectives on their thoughts

and actions and question assumptions not previously

realized

• Developing and periodically revisiting your

mentoring philosophy is reflective process that can

enhance your teaching.


Mentoring Philosophy

What is a Mentoring Philosophy?

A statement that explains and justifies the way you

approach personal and professional relationships with

students as you guide their development into

professionals.

Pfund, C., Branchaw, J. and Handelsman, J. (2014). Entering Mentoring. New York, NY: WH Freeman & Company.


Your Mentoring Philosophy

• Why write one?– Help maintain your focus

– Can share with students

– Can fold into your teaching philosophy

– Can help with grant writing




• What’s typically included?– Definitions of mentor, mentee, and learning

– View of mentee role

– View of mentor role

– Goals and expectations of the relationship

– Mentoring methods and evaluations

– Personal context




Mentoring Philosophy



How will you indicate cultural

awareness/sensitivity in your

mentoring philosophy?




• Let’s try it!

– Take a moment and reflect on what your mentoring

philosophy would be. Then make a list of the elements

you would include in your philosophy.

– Imagine that you are interviewing for a position and

you are asked to describe your approach to mentoring.

How would you respond?

– Write a few sentences addressing one element of your

mentoring philosophy with this approach in mind.



• Take a look at the elements you listed and the

sentences your wrote for your mentoring philosophy.

• Do they address each of the themes that are

important to you (e.g., communication, expectations,

learning/teaching environment, etc.)?

• How might you use your mentoring philosophy as the

foundation for your classroom activities?



Continue What You’ve Started

• Good mentors are developed, not born.

• Commit to a plan for ‘completing’ your mentoring

philosophy.

• Develop your mentoring competency by seeking

out opportunities to enhance mentoring

knowledge and skills• Workshops and conferences

• Colleagues

• Consult scholarship on mentoring

• Mentor!!!

• Straus, S. E., Johnson, M. O., Marquez, C., & Feldman, M. D. (2013). Characteristics of Successful and Failed Mentoring Relationships: A Qualitative StudyAcross Two Academic Health Centers. Academic Medicine : Journal of the Association of American Medical Colleges, 88(1), 82–89.http://doi.org/10.1097/ACM.0b013e31827647a0


https://nrmnet.net/

https://nrmnet.net/


Tiera S. Coston, JD, PhDEducational Improvement Specialist

Center for the Advancement of Teaching & Faculty Development

Email: [email protected]

Thank You!

mailto:[email protected]

Documents

Tiera S. Coston, JD, PhD...Preparing Mentors and Advisors at Xavier Objectives • Demonstrate the interconnection between mentoring and effective teaching. • Introduce the idea