ÃÛÌÒÓ°Ïñ faculty and staff mentors are committed to working side by side with graduate students to help them become leaders in our contemporary world, exemplary in their chosen academic and professional fields, to engage in Ignatian pedagogical reflection and practice, and to embody the Jesuit values of cura personalis and magis in their personal and professional lives.

Mentoring benefits students by (Paglis et al., 2006):

• Supporting the advancement of students in research activities, conference presentations, publication, pedagogical skills, and grant-writing.
• Helping graduate students successfully navigate their academic career.
• Expanding their professional networks and improving their prospects of securing a professional placement
• Building their confidence to succeed when they know that someone is committed to supporting them throughout their academic journey and beyond.

Key responsibilities and functions of mentors* 

Knowing your mentee.

• Effective mentorship requires mentors to consider the context of their student’s lived experience to best provide alumnorum cura personalis, a genuine care and concern for each student. This requires understanding your student’s unique aspirations and goals, fostering a dialogue to gain trust and gain insight into their constraints, strengths, weaknesses, and Mentors must uphold integrity in their roles as teachers, researchers, and authors, avoiding conflicts of interest, ethical data collection, and proper treatment of subjects. A mentor should offer training in discipline-specific research, model ethical practices, assist students in finding resources, and encourage students to consider meaningful ways their studies may impact and improve society.

Establishing effective communication and expectations.

• Effective mentoring relationships establish shared expectations. This may include communicating research and academic expectations, as well as university policies and procedures. 

Facilitating opportunities for graduate students to reflect on their experience, engage in professional development, and career discernment.

• Mentors encourage students to reflect and consider the meaning and significance of what they study and to integrate that meaning as responsible learners who grow as persons of competence, conscience and compassion. Activities such as engaging in faculty governance, lab management, grant acquisition, budget management, career discernment, reflection, and research communication fosters their growth as professionals.

Assisting with finding other mentors.

• Effective mentoring is a community effort, introducing students to other professionals from various backgrounds and disciplines who share complimentary interests may help them to grow in their academic and professional careers.

Supporting mental health and well-being.

• Caring for the whole person, or cura personalis, includes caring for our mental health. Mentors can help graduate students manage stress by checking-in regularly and connecting them to resources and support services.

ÃÛÌÒÓ°Ïñ Resources for Mentors

Academic Calendar, ÃÛÌÒÓ°Ïñ

Academic Censure Process

Center for Teaching and Learning, ÃÛÌÒÓ°Ïñ

, ÃÛÌÒÓ°Ïñ

Graduate Career Exploration // Career Center, ÃÛÌÒÓ°Ïñ

Generating Degree Progress Reports and Graduation Checklist Instructions, ÃÛÌÒÓ°Ïñ

Handbook for Full-time Faculty (2023), ÃÛÌÒÓ°Ïñ

Ignatian Discernment, ÃÛÌÒÓ°Ïñ

Resources // Career Center, ÃÛÌÒÓ°Ïñ

Support Services and Resources for Graduate Students, ÃÛÌÒÓ°Ïñ 

Additional Resources for Mentors

, University of Michigan Rackham Graduate School

(xavier.edu)

, Sheridan Center for Teaching and Learning

F By Carole J. Bland, Anne L. Taylor, S. Lynn Shollen, and Anne Marie Weber-Main

*References

Barnes, Benita J., & Austin, Ann E. (2009). The Role of Doctoral Advisors: A Look at Advising from the Advisor’s Perspective. Innovative Higher Education, 33, 297-315.

, University of Michigan Rackham Graduate School

Paglis, L. L., Green, S. G., & Bauer, T. N. (2006). Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Research in Higher Education, 47(4), 451–476.