HTI assigns a mentor to each Doctoral and Special Mentoring Awardee. One of the key functions of the mentor will be to assure that awardees move as closely as possible to selecting a dissertation topic during the first year. Consideration will be given to mechanisms that enhance early selection of dissertation topic. Mentors will relate personally with the student and with colleagues at the institution where the awardee is enrolled. S/He will specifically meet with the awardee’s advisor to assure that the institution is responsive to the student’s particular needs and interests, or that other avenues are found to meet those needs and interests.

What to expect from your mentor - Guidelines for Mentoring, University of Minnesota

WHAT A MENTOR IS

One who empowers, encourages and supports his/her mentees

One who is an advocate for the mentee in the department, at professional meetings, etc.

One who encourages and values good teaching

One who expects mentees to have their own ideas and needs

One who can provide information about what an academic career in this field involves

One who can help point the mentee in an appropriate direction to find resources for better teaching, for finding employment, for professional development, etc.

One who is reasonably available

One who involves the mentee in professional dialogue

One who actively listens

One who expresses positive expectations

One who shares his/her own experiences when relevant and without removing the focus from the mentee

One who is a positive role-model for the mentee

One who encourages the mentee to reflect on his/her own experiences

One who takes time to think carefully about the mentee’s needs and goals

One who can be trusted

WHAT A MENTOR IS NOT

One who must know everything about teaching to be helpful

One who must guide the mentee in all aspects of the mentee’s professional and personal development

One who is shaming, manipulative, arrogant, controlling, or domineering

A parent

One who is responsible for all aspects of the mentee’s success or failure

One who takes sole responsibility for defining the mentoring relationship

From Jerry G. Gaff, et. al, Building the Faculty we Need: Colleges and University Working Together. (Washington: Associations of American College and Universities, 2000.)

Mentee’s Requirements

1. Meet with mentor once in the fall and spring.

2. Introduce mentor to advisor at school and other important contact(s).

3. Submit a Mentee/Mentor Visit Report (Mentee Visit Form) in the fall and in the spring, within two weeks of the meeting.

4. Attend Mentor’s Training at the Summer Workshop.

5. Fill out Confidential Evaluation of Mentor’s form (Confidential Mentor Evaluation Form).

6. Inform HTI of any concerns early on in the process.

7. Work towards a teaching experience, and present and publish an article.

Mentor's Requirements

1. Visit mentee once in the Fall and Spring.

2. Meet with faculty and advisors at the student’s academic institution.

3. Submit a Mentor/Mentee Visit Report (Mentor Visit Form) in the Fall and Spring, within two weeks of the meeting.

4. Submit expense receipts with a T-5 form for reimbursement from HTI (not to exceed $1500 for both visits).

5. Attend the Mentor’s Training at the Summer Workshop.

6. Help mentee to work towards a teaching experience, and to the presentation and publication of an article.