1. Saundra Yancy McGuire, Ph.D. Ret Asst. Vice Chancellor and Professor of Chemistry Director Emerita, Center for Academic Success Louisiana State University Strategies for Effectively Mentoring 21 st Century Students

2. 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

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

4. 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

5. 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

6. 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

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

8. 4 Reflect 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 snack 4 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 C enter for A cademic S uccess B-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

9. 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

10. 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

11. 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

12. Responses to Many Situations are Based on Mindset Fixed Intelligence Mindset Response Growth Intelligence Mindset Response ChallengesAvoidEmbrace ObstaclesGive up easilyPersist Tasks requiring effortFruitless to TryPath to mastery CriticismIgnore itLearn from it Success of OthersThreateningInspirational

13. 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

14. Innovative Educators Webinar October 20, 2010

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

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

17. 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

18. 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

19. 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

20. 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

21. 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

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

23. Stereotype Threat Stereotype threat refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group (Steele & Aronson, 1995)Steele & Aronson, 1995 It can negatively impact underrepresented minority and female students in STEM courses http://www.reducingstereotypethreat.org/

24. To Reduce Stereotype Threat in 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

25. To Reduce Stereotype Threat in 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

26. 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

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

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

29. 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!

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

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

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

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

34. 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 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 from http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm