Graduate Practitioner Student Mentoring with an Upper-class Mentor - Essay Example

Graduate Practitioner Mentoring with an Upper Mentor. Introduction There is a very famous Chinese saying which runs “To teachis to learn.” This simple expression gives a very good picture of the symbiotic association involved in the process of teaching and learning. Teaching is a process which effectively helps both the teacher and the student, or the mentor and the protégé, to imbibe new knowledge and expand their horizons. A mentor is a person who guides a student or a mentee to develop and transform, so that the latter is capable of aspiring and moving towards achieving the high pinnacle of success. A mentor is, as Bell (2000) defined, “someone who helps someone else learn something that he or she would have learned less well, more slowly, or not at all if left alone” (Bell, 2000). A guide, an inspiration, a mentor is someone who helps a student to use his potential to the maximum. The word mentor is derived from the Greek mythological character Mentor, who was the guide and a surrogate father to Telamachus. Mentor taught Telemachus the skills of becoming a good leader and shaped his entire life and philosophical thoughts. Thus, a good mentor is someone who not only teaches effectively, but also shapes the mentees future thoughts and actions. Body Good mentorship is an important part of youth, mainly during one’s student life. As Spencer (2007) tells us ‘when successful adults who have overcome difficult life circumstances are asked to reflect on the major influences in their lives, many recall a caring adult whose presence during their youth made all the difference” (Spencer, 2007). Good mentoring of new graduate students by the faculty members and the upper class mentors form the basis of many effective graduate programs. There are many types of mentors that a college student will be able to access. The first mentor that a college student will come across will be the academic advisor who will advise the students as to what course to choose and what careers to prepare for. An instructor or a professor may also become a guide and a good mentor, based on the rapport he shares with his student. Often the university may assign upper class students and other class leaders to become mentors to the first year students. As Education Dynamics tells us, “Many colleges engage upper-class students to act as mentors, tutors or peer leaders for first-year seminars and writing classes. You may also find undergraduate mentors in your campus-tutoring center, writing center and residence halls. These mentors were hired because they have proven themselves as successful students, and they are interested in helping other students succeed” (Education Dynamics, Vuma portal, n.d.). There are other alumni members and other members of the staff who also may act as mentors to the new graduate students. Signs of a good mentor: There are certain differences between an academic advisor and a mentor. An advisor gives general directions to learners, as to how to go about their studies, what careers what suit them the most and how to conduct research work correctly. The mentor on the other hand not only advises but also maintains a far closer relationship with the mentee. A good mentor must necessarily develop a strong bond at different levels with the mentee. He must become not only an advisor but also a friend, philosopher and guide, to the mentee. He must give guidance when needed, he must give unconditional support during difficult times and he must lend a friendly ear when the mentee asks for it. He must observe his protégé well; he must be a good listener and a very able problem solver too. So being a good mentor is a very difficult task. As the Council of Graduate Schools points out, "to the values, norms, practices and attitudes of a discipline and university; [mentorship] transforms a student into a colleague" (cited in Yahner and Goodstein, Graduate Student Mentoring: Be More Than an Advisor. 2009). Therefore, a good mentor should have certain characteristics that would differentiate them from others. As Yahner and Goodstein (2009) lists these characteristics, 1. An advisor, who has career interests similar to the student and shares their knowledge with the student informally or in the classroom. 2. A supporter, who gives the necessary level of emotional and moral encouragement, as for example, prior to the final oral examination. 3. A sponsor, who provides sources of information about research, grant, internship, employment, or other opportunities. 4. A tutor, who gives specific, timely, and constructive feedback on performance. 5. A model, who is a professional with integrity, thereby serving as a good role model. (Yahner and Goodstein, Graduate Student Mentoring: Be More Than an Advisor. 2009). A good mentor makes a good investment that promises long-term returns. There is also a sense of fulfillment, as mentors watch the mentee progress and succeed in life. A mentor invests in a relationship that often lasts a lifetime. Graduate practitioner mentee: A graduate practitioner mentee is a student who is studying to become a practitioner after graduating. It is mostly related to the business, industry and health line studies like medical students, dental students, nursing students, business students or engineering students. Since these students enter the world of practice directly after graduating, there may be a problem arising out of this sudden transition. New graduates face the heat of the work pressure quite suddenly which may be too much for them. It is here that the role of a mentor becomes necessary to make the transition smoother and less traumatic. An upperclass mentor, who has had more experience, will be able to train these graduate students by sharing with them clinical experiences and giving them the support to enhance their practical knowledge rather than putting the focus on theoretical studies, bookish knowledge and routine examinations. With the help of these mentors, a graduate practitioner student will be able to, as Blanchard and Blanchard (2006) tells us, “explore opportunities for professional growth, examine different career paths, and experience professional socialization as they are transitioning from student to novice practitioner. An effective mentor can facilitate the development of independence, self-confidence, job satisfaction, and critical thinking skills in the student. A positive mentor relationship also decreases anxiety and improves confidence in clinical practice. Feedback from these types of student mentoring programs has been positive from the perspective of both mentor and protégé” (Blanchard and Blanchard, 2006). Conclusion: In graduate practitioner courses, these mentoring programs are often used to gap the differences between theoretical studies and practical knowledge. An upperclass mentor can guide a new student to get an insight into the ‘real’ world and also effectively allay the fears of these newcomers by empathizing with them. As Blanchard and Blanchard aptly frame it, “The interaction between mentor and student can be beneficial for both individuals. While the student gains professional insight and confidence as well as support and networking experiences, the mentor can gain insight into the concerns and fears of a new graduate. Mentorship allows for professional growth and confidence building for mentors…” (Blanchard and Blanchard, 2006). Thus we find an upper class mentor can arise above the level of an advisor and become a true source of encouragement and motivation for the graduate mentee, and a strong relationship can be forged between the two which defying all odds, can last a lifetime. References Bell, C.R. (2000). Mentoring as Partnership. In Marshall Goldsmith, Laurence Lyons and Alyssa Freas (Eds.), Coaching for Leading. San Francisco: Jossey-Bass/ Pfeiffer. 131. Blanchard, S and Blanchard, J. (31st January 2006). The Prevalence of Mentoring Programs in the Transition from Student to Practitioner Among U.S. Dental Hygiene Programs [Abstract and Discussion] Journal of Dental Association. 2006 American Dental Education Association. J Dent Educ. 70(5): 531-535 2006. Retrieved from http://www.jdentaled.org/cgi/content/full/70/5/531 Education Dynamics. Vuma Portal. (n.d.) What is a mentor and why do I need one? Retrieved from http://www.vuma.ac.za/drupal/?q=content/whats-mentor-and-why-do-i-need-one Spencer, R. (2007). Naturally Occurring Mentoring Relationships Involving Youth. In Tammy Allen and Lillian Eby (Eds.), The Blackwell Handbook of Mentoring: A Multiple Perspectives approach. Oxford: Wiley Blackwell Publishing Ltd. 99. Yahner, R and Goodstein L. (19th January 2009). Graduate School Mentoring: Be More Than An Advisor. The Graduate School: Penn State University. Retrieved from http://www.gradsch.psu.edu/facstaff/practices/mentoring.html Read More