Accommodating students with disabilities
In fact, part of your responsibility as a mentor is to help students cultivate multiple mentoring relationships inside and outside the University., Johnson integrates and distills findings from the mentoring literature into distinctive components of mentorships.These are the “facets of mentoring that help distinguish it from other relationship forms” (pg. In developing mentoring guides for faculty and graduate students, the Rackham Graduate School at the University of Michigan talked to faculty recognized for their mentoring and asked graduate students: “What did your mentors do for you that made the greatest difference to your graduate career?In a post entitled “Using mentoring as a form of professional learning,” the Tomorrow’s Professor listserv looks at the positive role of mentoring in faculty development.Educational institutions have for a long time been thought of as the place where students learn.rarely will two mentorships follow an identical trajectory or arrive at major phases in the same manor” (pg.97) The phases are: The University of Washington’s How to Mentor Graduate Students has a very helpful chart applying this model to many aspects of the mentoring relationship.Traditionally, a large percentage of graduate students have chosen to pursue careers in academia (although this is changing), so the professional mentoring of graduate students has most often been conceptualized as helping protégés develop as junior colleagues.Chapter 3 from (NAP, 1997) discusses the role of the mentor as a career advisor in science and engineering disciplines.
Johnson emphasizes the fact that while mentoring relationships with students will move through a predictable developmental course, ” …It is only more recently however, that educational institutions have begun to be thought of as places where teachers’ professional learning can also take place.Teaching is one of the loneliest professions, with teachers rarely having the opportunity to work with a colleague in a collaborative way so that they can learn more about the teaching-learning process.Naturally, the journey can be challenging, with occasional muddy trails and blind spots but with many more panoramic lookouts and high points.
Good mentoring is simply ‘the best way to get there.’ Mentoring takes place in many contexts.After the session, one of the panelists, Isabel Gauthier, professor of psychology, wrote a one-page description of her “vision of graduate mentoring,” which she allowed the CFT to share on this Web site.