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Section Menu Open Learning. Study online with Open Learning. Programs Work toward a certificate, diploma or bachelor's degree in business, education, health sciences, nursing, technology and more. Courses Take individual courses to fill the gaps in a campus program, get ahead in your field, or expand your knowlege in a area of interest. In modern times, the concept of mentoring has found application in virtually every forum of learning. In academics, mentor is often used synonymously with faculty adviser. A fundamental difference between mentoring and advising is more than advising; mentoring is a personal, as well as, professional relationship.

An adviser might or might not be a mentor, depending on the quality of the relationship. A mentoring relationship develops over an extended period, during which a student's needs and the nature of the relationship tend to change. A mentor will try to be aware of these changes and vary the degree and type of attention, help, advice, information, and encouragement that he or she provides. In the broad sense intended here, a mentor is someone who takes a special interest in helping another person de-.

Some students, particularly those working in large laboratories and institutions, find it difficult to develop a close relationship with their faculty adviser or laboratory director. They might have to find their mentor elsewhere-perhaps a fellow student, another faculty member, a wise friend, or another person with experience who offers continuing guidance and support.

In the realm of science and engineering, we might say that a good mentor seeks to help a student optimize an educational experience, to assist the student's socialization into a disciplinary culture, and to help the student find suitable employment. These obligations can extend well beyond formal schooling and continue into or through the student's career. The Council of Graduate Schools cites Morris Zelditch's useful summary of a mentor's multiple roles: "Mentors are advisors, people with career experience willing to share their knowledge; supporters, people who give emotional and moral encouragement; tutors, people who give specific feedback on one's performance; masters, in the sense of employers to whom one is apprenticed; sponsors, sources of information about and aid in obtaining opportunities; models, of identity, of the kind of person one should be to be an academic.

In general, an effective mentoring relationship is characterized by mutual respect, trust, understanding, and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise.

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They are good listeners, good observers, and good problem-solvers. They make an effort to know, accept, and respect the goals and interests of a student. In the end, they establish an environment in which the student's accomplishment is limited only by the extent of his or her talent. The nature of a mentoring relationship varies with the level and activities of both student and mentor. In general, however, each relationship must be based on a common goal: to advance the educational and personal growth of the student.

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You as mentor can also benefit enormously. Different students will require different amounts and kinds of attention, advice, information, and encouragement. Some students will feel comfortable approaching their mentors; others will be shy, intimidated, or reluctant to seek help. A good mentor is approachable and available.

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Often students will not know what questions to ask, what information they need, or what their options are especially when applying to graduate programs. A good mentor can lessen such confusion by getting to know students and being familiar with the kinds of suggestions and information that can be useful. In long-term relationships, friendships form naturally; students can gradually become colleagues. At the same time, strive as a mentor to be aware of the distinction between friendship and favoritism. You might need to remind a student-and yourself-that you need a degree of objectivity in giving fair grades and evaluations.

If you are unsure whether a relationship is "too personal," you are probably not alone. Consult with the department chair, your own mentor, or others you trust. You might have to increase the mentor-student distance. Students, for their part, need to understand the professional pressures and time constraints faced by their mentors and not view them as merely a means-or impediment-to their goal.

For many faculty, mentoring is not their primary responsibility; in fact, time spent with students can be time taken from their own research. Students are obliged to recognize the multiple demands on a mentor's time. At the same time, effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by mak-.

This section seeks to describe the mentoring relationship by listing several aspects of good mentoring practice. Careful listening. A good mentor is a good listener. Hear exactly what the student is trying to tell you-without first interpreting or judging.