Faculty Mentors

Historical Derivation of Mentoring

Mentoring (the verb form of mentor) has its etymological roots in The Odyssey, Homer's epic poem. The poem's hero (Odysseus) was a great warrior who left his son (Telemachus) in the care of a trusted friend (Mentor) while he was fighting the Trojan War. Mentor fulfilled his role admirable as he served Telemachus as both loyal guardian and wise adviser. As the story unfolded, Mentor led Telemachus on the heroic journey to find his lost father during which Telemachus matured and developed his own identity.

Mentoring in Higher Education

Shandley (1989) has drawn the following conclusions from the historical derivation of the term "mentoring" and uses the term "protégé" to describe the person who is the recipient in the mentoring process. First, it is the intentional process of interaction between at least two individuals, requiring specific action on both parts. Second, mentoring is a nurturing process that fosters the growth and development of the protégé toward full maturity. Third, mentoring is an insightful process in which the wisdom of the mentor is acquired and applied by the protégé. Fourth, mentoring is a supportive, often protective process. The mentor can serve as an important guide or reality-checker in introducing the protégé to the environment for which he or she is preparing. Finally, it is also reasonable to conclude that an essential component of serving as a mentor is role modeling. Although it is wrong to suggest that a protégé should become a clone to his or her mentor, mentors need to make themselves available as models, exposing both what they have done well, as well as what could have been done better.

Mentoring in the Psychology Department

 Many of the faculty in the psychology department are interested in developing mentoring relationships with psychology majors. Faculty's availability varies based on their research and teaching commitments. As with other types of relationship, mentoring relationships evolve over time and are grounded in mutual respect. In other words, mentoring relationships cannot be "created" they must "develop" between the mentor and protégé, and often they develop from common interests, personality fit and ongoing interactions. In the psychology department at IUPUI we have over 500 majors, consequently, it is difficult for faculty to seek out mentoring relationships with students. It is, therefore, up to you to take the initiative in seeking out these types of relationships. Here are some ways to go about finding a mentor.
  • Talk with the instructors teaching your classes. Ask them questions about their research interests. Ask if there is anyway you can become involved.

  • Read the faculty bios on the web page and find someone who is doing research in an area you find interesting. Visit them in their office (best to schedule a time) and ask them questions about their work. Indicate your interest in getting involved in a project.

  • Ask one of your professors to lunch or for coffee. Sit down with them and ask them questions about the discipline of psychology, the future of the profession, how you should go about preparing for a job or graduate school etc. Come prepared with questions - that way you won't be nervous trying to make conversation.

  • Treat your professors with respect and they will treat you with respect. For example: go to class, avoid sleeping in class, be on time to scheduled meetings, if you can't make a meeting-have the courtesy to call and cancel, avoid swearing and acting aloof - you get the idea...

The following comments are from faculty who were asked what skills, attitudes, and/or characteristics they look for in students wanting to develop positive mentoring relationships. They were also asked about the skills, attitudes and/or characteristics displayed in students that kill mentoring relationships. You might also want to check out this site on Professors' Pet Peeves for additional advice.
    Charles Goodlet:
    "I look for enthusiasm, learning, curiosity, willingness to express ideas or ask questions, initiative, pursuing ideas beyond just what is expected or standard, oriented toward achievement or excellence, sense of self-esteem."

    "Mentoring relationships just don't seem to work with students who display unresponsiveness, arrogance, lack of self-expression, concerns about 'what good is it?' without one's own effort, laziness, non-chalance, showing up drunk, yes, it happened, unwillingness to accept challenge or responsibility. But the biggy is lying or being unethical, untruthful."

    John Hazer:
    "I think that students need to show initiative in pursuing the relationship with me, have a flexible schedule, be genuinely interested in I/O psychology, be good conversationalists, and nice."

    "I guess I avoid the opposite of the traits that I listed above: i.e., not interested in our relationship or in I/O psychology, very introverted, or not a very nice person."

    "Positive mentoring relationships can result in growth in professional identity and in self esteem."

    John Kremer:
    "I look for optimism, a willingness to listen and ask questions, multiple brief visits, not too much complaining about things, some success stories of their own, willingness to work with ideas when they are thrown out, signs of initiative."

    "What do I try to avoid? Obviously, signs of lack of interest, too much complaining, things always not right, hanging around too much, not sensing when I am too busy."

    John McGrew:
    "I look for students wanting a relationship, willing to open up, and willing to explore."

    "I avoid mentoring relationships with students who treat it as an expectation, as their right, instead of mutual respect for the process and each other."

    "I think students feel listened to, feel connected to a faculty member, feel cared about, sometimes get good information they need to have as a result of a good mentoring experience."

    Jane Williams:
    "I look for students who show initiative, motivation, do some investigation and work prior to coming and talking with me. Responsibility, openness to learning, and doing all sorts of activities. "

    "It's hard to work with students who can't or don't take initiative to do work on their own. It's nice to have students who anticipate and head off problems before they start, rather than waiting for direction from the faculty member. "

    "I had a student I was mentoring in the SPUR program who took it upon herself to find a research site, sent out query letters, followed up with contacts, and came up with a great site to implement her research idea. "

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