1. Saundra Yancy McGuire, Ph.D.
Meeting the Challenges of Providing Effective Mentoring: Strategies that Work!
Saundra Yancy McGuire, Ph.D.
Distinguished Alumna, Dept of Chemistry, Southern University
Ret Asst. Vice Chancellor and Professor of Chemistry
Director Emerita, Center for Academic Success
Recipient of Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring

2. Desired outcomes
We will understand the importance of structured academic mentoring
We will understand the role of metacognition in 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 have high impact academic mentoring strategies to implement with our protégés

3. Overview Definition of Academic Mentors
Role of Metacognition in Academic Mentoring
Actions of Masterful vs Misguided Mentors
Actions of Proactive vs Problematic Protégés
The Barrier of Stereotype Threat
Effective Academic Mentoring Strategies
Self-Mentoring
Wrap Up
Questions and Answers

4. Reflection Question
Think of someone who was a good academic mentor to you. List one quality, action, or attitude that made him/her a good mentor.

5. What do you think is the most important role of an academic mentor?

6. Academic 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 *

7. The role of metacognition in academic mentoring

8. Metacognition* The ability to: think about one’s own thinking
be consciously aware of oneself as a problem solver
monitor and control one’s mental processing (e.g. “Am I understanding this material?”)
accurately judge one’s level of learning
*Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp ). Hillsdale, NJ: Erlbaum

9. What is the problem to be solved by the mentor?
How can I be the most effective mentor for this particular protégé?

10. 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? *

11. 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

12. Data from UCLA Higher Education Research Institute (HERI
First Year Student Survey –

13. Academic Mentors Must Help Students Learn How to Learn!
Help them understand the learning process
Help them determine their learning style
(available in 33 languages)
Teach them specific learning strategies
Encourage and monitor their use of the learning strategies

14. Effective Learning Strategies
Use SQ5R for reading assignments
(survey, question, read, recite, review, wRite, reflect)
Test understanding by giving “mini lectures” on concepts
Always solve homework problems without looking at an example or the solution
Use the Study Cycle with Intense Study Sessions
Participate in study groups
e.g. Supplemental Instruction)
Others?

15. A Learning Strategy that can be quickly and easily implemented: The Study Cycle*
*adapted from Frank Christ’s PLRS system

16. The Study Cycle Preview Attend Review Study Assess 4 Reflect 3 Review
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.
Preview
4 Reflect
Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes.
Attend
Review after class – As soon after class as possible, read notes, fill in gaps and note any questions.
Review
Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’.
Intense Study Sessions* short study sessions per day
Weekend Review – Read notes and material from the week to make connections
Study
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?
Assess
*Intense Study Sessions 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 snack 4
Review
(5 min)
Go over what you just studied
Center for Academic Success
B-31 Coates Hall ▪ ▪

17. Academic 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, Mindset: The New Psychology of Success. New York: Random House Publishing

18. Cutting Edge Metacognition Workshop
Important Reading
11/4/2017
Dweck, Carol, 2006.
Mindset: The New Psychology
of Success. New York:
Random House Publishing
Shenk, David, The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

19. Mindset* Matters! Fixed Intelligence Mindset Intelligence is static
You have a certain amount of it
Growth Intelligence Mindset
Intelligence can be developed
You can grow it with actions
Dweck, Carol (2006) Mindset: The New Psychology of Success.
New York: Random House Publishing

20. Responses to Many Situations are Based on Mindset
Fixed Mindset Response
Growth 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

22. The Impact of Providing Metacognitive Strategies
Oct. 17, 2011
Hello Dr. Kelley,
… I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up.  I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as you’re available so I can learn how to get a handle grades and classes?
Oct. 24, 2011
Hey Dr. Kelley,
I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to you about the test.
Nov 3, 2011
Hey Dr. Kelley!
I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track.
From Fall 2011 Xavier University student

23. Academic Mentors Must Help Students Implement Effective Time Management Tools!
Weekly planner
Semester (or Quarter) calendar
“To do” lists
Cell phone timer
Others?
Help students determine how they spend their time:

24. Mentors Can Span the Gamut from Masterful to Misguided
Mentors Can Span the Gamut from Masterful to Misguided! Protégés Can Cover the Spectrum from Proactive to Problematic!

25. ADVICE Reflection Question
Have you ever gotten bad advice from a mentor? Please share it with your table.
ADVICE

26. Behaviors of Masterful Academic 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

27. 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

28. 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

29. What do you think are the most important characteristics of an ideal protégé?

30. 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

31. 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

32. in Learning and Performance
The Role of Confidence
in Learning and Performance
Students are more likely to attempt activities
about which they feel confident
Academic Mentors can give students the confidence to try and the strategies to succeed!
“If you think you can...or if you think you can't...you're right!“ Henry Ford

33. Impact of Academic Coaching
May 16, … I received my final grades and they are 2B'2 2C's and 1D.  I can never  recreate the moment in time that i just experienced when i saw those grades on my computer screen. To say that for the last few days I have been feeling TERRIBLE, I found that simple bit of information so overwhelming that I honestly cried.  Though I have talked to both of you and my mother about my fears and wanting to just give up, and you all have tried to encourage me, I honestly felt like no one understood how serious i was about just quitting.  I was sure without a doubt that I had failed, and with no plan as to what i could do I was becoming quite depressed. But to see that i had passed not only made me feel better it reassured me that you three were right.  I can do this, and i feel like with the knowledge and experience that i have gained i can do WELL at this…  I can't explain how much you both have helped me in such a short amount of time but you have and for that I am SO GRATEFUL! I feel like now that i have managed to finish last semester in such a glorious way i can begin my summer classes and then my following semester's just as wonderfully. I honestly feel like it is possible to make the same grades in college as i did in high school.  As corny as this may sound i feel like i am smart!  (CUM GPA 1.66)
July 11, I literally just left the testing center and I wanted to thank you all for taking time out to help me this week.  I got finished the test with 40/50 correct and received a score of 80% ! I won't try to explain the joy i feel right now, All I can say is I want to do even BETTER on test number 3! Seriously, this only motivates me to wanna do even better. (Projected Summer GPA 3.5!)

34. Reflection Question
What is one strategy you have used to instill confidence in students who have lost their self-confidence due to poor academic performance?

35. The Connection Between Emotions, Motivation, and Learning
Increased learning
Increased success
Positive emotions
Increased motivation
Positive emotions lead to increased motivation, which leads to increased learning, which leads to increased success, which results in positive emotions.

36. Stereotype Threat: A Potential Barrier to Academic Success
What is stereotype threat?
How can mentors decrease stereotype threat?

37. 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

38. To Reduce Stereotype Threat in Academic 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

39. To Reduce Stereotype Threat in Academic 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

40. Effective Strategies for Strong Academic Mentoring Relationships
Get to know each other
Establish expectations and ground rules
Remain relentlessly pleasant and positive
Set goals and timelines

41. Effective Strategies for Strong Academic Mentoring Relationships
Attribute failures to correctable causes
Attribute successes to protégé competence
Maintain consistent meetings
Celebrate successes!

42. Teach Your Protégés the Art of Reflective Self Mentoring
It works beautifully when
no academic mentor is available!

43. 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!

44. The ABCs of Academic Success!
Attitude, Behavior, Commitment

45. that determines your altitude.”
Attitude
“It’s your attitude,
not your aptitude,
that determines your altitude.”
Zig Ziglar

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

47. It’s not over ‘til it’s over,
Commitment
It’s not over ‘til it’s over,
and only the protégé
can determine when it’s over!

48. The CSUN Learning Resource Center!
An Awesome Partner

49. 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
Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 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 from

50. QUESTIONS?

51. Each table will present one case to the group
Afternoon Activity
Think of the most challenging situation you have encountered as a mentor and describe it to the colleagues at your table.
What made the situation challenging?
Ask your colleagues to describe what they would have done in this situation
Explain what you did, and what, if anything, you might do differently as a result of our discussion on mentoring
Each table will present one case to the group