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Mentoring

Books and Guides

Dean, Donna J. 2009. Getting the Most Out Of Your Mentoring Relationships: a handbook for women in STEM. New York: Springer.

This book discusses the important role mentoring plays in the education of students in the areas of science, engineering and mathematics, and discusses a number of key considerations and best practices for students looking to get the most of their mentoring relationships during their academic career.

Ford, D.C., J. Didion and S. J. Bird. 2005. A Hand Up: Women Mentoring Women in Science. Washington, D.C.: Association for Women in Science.

Through interviews and essays, both veteran women and others new to the fields of science, mathematics, technology and engineering offer specific and practical insights, advice, and assistance to females who would enter scientific fields and to those already there. The publication concludes with a section guiding aspiring women scientists to organizations, electronic resources, and how-to practical recommendations in their searches for successful professional outcomes.

Mentoring International Post Docs. 2004. Children’s Hospital of Philadelphia, Joseph Stokes Jr. Research Institute.

As science in the United States becomes more and more international, mentors are faced with a number of challenges in their work with international post-doctoral students and colleagues. These challenges have the potential to become barriers to the success of these scientists resulting from decreased productivity, low morale, and failure to achieve career goals. The Children's Hospital of Philadelphia has put together a series of small film vignettes and an instructors guide that is meant to help identify issues and raise sensitivity the sensitivity of mentors of cultural issues that may come into play in training of international postdocs.

National Academy of Sciences. 1997.Adviser, teacher, role model, friend : on being a mentor to students in science and engineering. Washington, D.C. National Academies Press.

This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. An html version is available through the National Academies Press Web site.

University of Michigan, Ann Arbor. Rackham Graduate School. How to Mentor Graduate Students: A Guide for Faculty.

University of Michigan, Ann Arbor. Rackham Graduate School. How to Get the Mentoring You Want: A Guide for Graduate Students at a Diverse University.

A guide to help graduate students of diverse backgrounds find and keep a mentor.Discusses challenged faced in graduate school, expectations for advisors and students in mentoring relationships, and best practices for building a network of faculty, staff and colleagues who can help you through your graduate career.

Journal Articles

Anderson, D.D. and W.J. Shore. 2008. Ethical concerns associated with mentoring undergraduate students Ethics & Behavior. 18(1): 1-25.

This article explores the important role of mentors in a student's academic life, and discusses some of the differences between mentoring graduate and undergraduate students.

Bird. Stephanie J. 2001. Mentors, advisors and supervisors: their role in teaching responsible research conduct. Science and Engineering Ethics 7(4): 455-468.

The article discusses the different roles of a mentor and research supervisor. While a research or thesis advisor can be a mentor, the two roles are not interchangeable. The author discusses some of the responsibilities of mentoring and ethical issues raised in this kind of relationship. She finishes by discussing the important role mentors play in the professional success of students and their ability to teach students about responsible conduct of research.

Johnson, W. Brad and Nancy Nelson. 1999. Mentor-protégé relationships in graduate training: some ethical concerns. Ethics & Behavior. 9(3) 189-210.

The authors discuss the unique characteristics of a mentoring relationship as opposed to academic counseling and advising, and considers several ethical concerns related to mentoring psychology graduate students.

Ladd, John. 1998. What’s group identity got to do with it? Ethical issues in mentoring. International Journal of Applied Philosophy. 12 (2): 239-245.

The author proposes a concept of a mentor based on the original model in Homer’s “Odyssey” and argues that mentorship embodies a highly personal and bonding relationship that comes as a free gift and is based on an affinity of some sort.He further argues that morally such a relationship may be especially appropriate in a racial setting.

Malmgren,R. Dean, Julio M. Ottino and Luis A. Nunes Amaral. The role of mentorship in protégé performance. Nature. 465(7298): 622-626.

Moberg, Dennis J. and Manual Velasquez. 2004. The ethics of mentoring Business Ethics Quarterly. 14(1): 95-122.

This paper discusses some ethical pitfalls in mentoring relationships in the area of business, and lays out the ethical responsibilities of both parties in the mentoring process.

Pisimisi, S. S. and M.G. Joannides. 2005. Developing mentoring relationships to support the careers of women in electrical engineering and computer technologies: An analysis on mentors’ competencies. European Journal of Engineering Education. 60(4) 477-486.

Storrs, D., L. Putsche and A. Taylor. 2008. Mentoring Expectations and Realities: An Analysis of Metaphorical Thinking Among Female Undergraduate Protégés and their Mentors in a University Mentoring Programme Mentoring & Tutoring: Partnerships in Learning. 16(2): 175-187.

This article describes the differences between mentors' and protégés' expectations and realities regarding mentoring relationships and goals.

Swazey, Judith. P. and Melissa S. Anderson. 1998. Mentors, advisors and role models in graduate and professional education. In. E. R. Rubin, Mission Management. Washington, D.C.: Association of Academic Health Centers.

Weil, Vivian. 2001. Mentoring: Some Ethical Considerations. Science and Engineering Ethics. 7 (4): 471-482.

The author argues for an "honorific" definition of mentoring, according to which a mentor is virtuous like a saint or hero. She then differentiates between what is meant by an advisor and a mentor. Namely, the role of advisor can be specified, mandated, and monitored, whereas mentoring must be a voluntary activity.

Wright, D., L. Titus and J.B. Cornelison. 2008. Mentoring and research misconduct: An analysis of research mentoring in closed ORI cases. Science and Engineering Ethics. 14(3) 323-336.

The authors looked at research misconduct cases submitted to the U.S. Office of Research Integrity to explore the role of the mentor in the cases of trainee research misconduct. They focused on three behaviors they believed mentors should focus on with their trainees, namely to review source data, to teach them about research standards, and to minimize stressful work situations. The authors found that about three fourths of the mentors had not reviewed source data and two-thirds had not set standards. Though there was little evidence of the mentors causing stress, about half of the convicted trainees seemed to be in overly stressful work situations.

Last updated 29 June 2010.