Saundra Yancy McGuire, Ph.D. Meeting the Challenges of Providing Effective Mentoring: Strategies that Work! Saundra Yancy McGuire, Ph.D. Distinguished Alumna, Dept of Chemistry, Southern University Ret Asst. Vice Chancellor and Professor of Chemistry Director Emerita, Center for Academic Success Recipient of Presidential Award for Excellence in Science, Mathematics, and Engineering Mentoring

Desired outcomes We will understand the importance of structured academic mentoring We will understand the role of metacognition in mentoring We will be able to contrast the characteristics of masterful vs misguided mentors We will be able to contrast the characteristics of proactive vs problematic protégés We will have high impact academic mentoring strategies to implement with our protégés

Overview Definition of Academic Mentors Role of Metacognition in Academic Mentoring Actions of Masterful vs Misguided Mentors Actions of Proactive vs Problematic Protégés The Barrier of Stereotype Threat Effective Academic Mentoring Strategies Self-Mentoring Wrap Up Questions and Answers

Reflection Question Think of someone who was a good academic mentor to you. List one quality, action, or attitude that made him/her a good mentor.

What do you think is the most important role of an academic mentor?

Academic Mentors* Serve as role models for students engaged in academic pursuits Provide information about negotiating the academic environment Provide information about, and encourage protégés to use, academic resources Serve as a confidante and advisor on academic issues Know when to refer protégés to other assistance when necessary *http://www2.ed.gov/pubs/OR/ConsumerGuides/mentor.html

The role of metacognition in academic mentoring

Metacognition* The ability to: think about one’s own thinking be consciously aware of oneself as a problem solver monitor and control one’s mental processing (e.g. “Am I understanding this material?”) accurately judge one’s level of learning *Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp.231-236). Hillsdale, NJ: Erlbaum

What is the problem to be solved by the mentor? How can I be the most effective mentor for this particular protégé?

Understanding Your Protégé What are the characteristics of this protégé? Learning style* (modality – visual, aural read/write, kinesthetic) Personality style* (Myers Briggs Type Inventory) Career goals and interests What are the protégé’s expectations of the mentoring experience? What is the protégé’s cultural background? *www.cas.lsu.edu

Characteristics of Many of Today’s Students Working more hours More diagnosed ADHD Interested in obtaining credentials Feel entitled to an A or B if they consistently attend class Few time management skills Few learning skills

Data from UCLA Higher Education Research Institute (HERI First Year Student Survey – 2010 - 2014 http://www.heri.ucla.edu/

Academic Mentors Must Help Students Learn How to Learn! Help them understand the learning process Help them determine their learning style www.vark-learn.com/english/index.asp (available in 33 languages) Teach them specific learning strategies Encourage and monitor their use of the learning strategies

Effective Learning Strategies Use SQ5R for reading assignments (survey, question, read, recite, review, wRite, reflect) Test understanding by giving “mini lectures” on concepts Always solve homework problems without looking at an example or the solution Use the Study Cycle with Intense Study Sessions Participate in study groups e.g. Supplemental Instruction) Others?

A Learning Strategy that can be quickly and easily implemented: The Study Cycle* *adapted from Frank Christ’s PLRS system

The Study Cycle Preview Attend Review Study Assess 4 Reflect 3 Review Preview before class – Skim the chapter, note headings and boldface words, review summaries and chapter objectives, and come up with questions you’d like the lecture to answer for you. Preview 4 Reflect Attend class – GO TO CLASS! Answer and ask questions and take meaningful notes. Attend Review after class – As soon after class as possible, read notes, fill in gaps and note any questions. Review Study – Repetition is the key. Ask questions such as ‘why’, ‘how’, and ‘what if’. Intense Study Sessions* - 3-5 short study sessions per day Weekend Review – Read notes and material from the week to make connections Study Assess your Learning – Periodically perform reality checks Am I using study methods that are effective? Do I understand the material enough to teach it to others? Assess *Intense Study Sessions 1 Set a Goal (1-2 min) Decide what you want to accomplish in your study session 2 Study with Focus (30-50 min) Interact with material- organize, concept map, summarize, process, re-read, fill-in notes, reflect, etc. 3 Reward Yourself (10-15 min) Take a break– call a friend, play a short game, get a snack 4 Review (5 min) Go over what you just studied Center for Academic Success B-31 Coates Hall ▪ 225.578.2872 ▪www.cas.lsu.edu

Academic Mentors Must Help Students Develop the Right Mindset*! Help them understand the difference between a fixed intelligence mindset and a growth intelligence mindset Help them understand how a fixed intelligence mindset may be holding them back *Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing

Cutting Edge Metacognition Workshop Important Reading 11/4/2017 Dweck, Carol, 2006. Mindset: The New Psychology of Success. New York: Random House Publishing Shenk, David, 2010. The Genius in All of Us: Why Everything You've Been Told About Genetics, Talent, and IQ Is Wrong. New York: Doubleday

Mindset* Matters! Fixed Intelligence Mindset Intelligence is static You have a certain amount of it Growth Intelligence Mindset Intelligence can be developed You can grow it with actions Dweck, Carol (2006) Mindset: The New Psychology of Success. New York: Random House Publishing

Responses to Many Situations are Based on Mindset Fixed Mindset Response Growth Mindset Response Challenges Avoid Embrace Obstacles Give up easily Persist Tasks requiring effort Fruitless to Try Path to mastery Criticism Ignore it Learn from it Success of Others Threatening Inspirational

The Impact of Providing Metacognitive Strategies Oct. 17, 2011 Hello Dr. Kelley, … I am struggling at Xavier and I REALLY want to succeed, but everything I've tried seems to end with a "decent" grade. I’m not the type of person that settles for decent. What you preached during the time you were in Dr. Privett's class last week is still ringing in my head. I really want to know how you were able to do really well even despite your circumstances growing up.  I was hoping you could mentor me and guide me down the path that will help me realize my true potential while here at Xavier. Honestly I want to do what you did, but I seriously can't find a way how to. Can I please set up a meeting with you as soon as you’re available so I can learn how to get a handle grades and classes? Oct. 24, 2011 Hey Dr. Kelley, I made an 84 on my chemistry exam (compared to the 56 on my first one) using your method for 2 days (without prior intense studying). Thanks for pointing me in the right direction. I’ll come by your office Friday and talk to you about the test. Nov 3, 2011 Hey Dr. Kelley! I have increased my Bio exam grade from a 76% to a 91.5% using your system. Ever since I started your study cycle program, my grades have significantly improved. I have honestly gained a sense of hope and confidence here at Xavier. My family and I are really grateful that you have taken time to get me back on track. From Fall 2011 Xavier University student

Academic Mentors Must Help Students Implement Effective Time Management Tools! Weekly planner Semester (or Quarter) calendar “To do” lists Cell phone timer Others? Help students determine how they spend their time: http://www.studygs.net/schedule/

Mentors Can Span the Gamut from Masterful to Misguided Mentors Can Span the Gamut from Masterful to Misguided! Protégés Can Cover the Spectrum from Proactive to Problematic!

ADVICE Reflection Question Have you ever gotten bad advice from a mentor? Please share it with your table. ADVICE

Behaviors of Masterful Academic Mentors Act as a source of information about the expected behaviors, culture, and norms of the institution Tutor specific skills and provide effective learning strategies Give feedback and provide coaching, but allow protégés to make their own decisions Demonstrate confidence in each protégé’s academic capability, regardless of current performance

Characteristics of Misguided Mentors Controlling and Manipulative Self – Centered Legend in their own mind Lack respect for protégé’s intelligence and ability Unwilling to remain on professional level

What Mentors Should Understand Our protégé’ is not us (The Golden Rule may not apply!) We must listen more than talk How to brainstorm solutions with protégé How to communicate high expectations How to help protégé deal with setbacks When to call in others

What do you think are the most important characteristics of an ideal protégé?

Characteristics of Proactive Protégés Interested in receiving advice Receptive to constructive criticism Responsive to suggestions Spend time preparing for mentoring session Unafraid of asking probing questions

Characteristics of Problematic Protégés Regularly miss appointments Fail to heed advice Refuse to take responsibility Want academic mentor to “spoon feed” Generally unenthusiastic and negative

in Learning and Performance The Role of Confidence in Learning and Performance Students are more likely to attempt activities about which they feel confident Academic Mentors can give students the confidence to try and the strategies to succeed! “If you think you can...or if you think you can't...you're right!“ Henry Ford

Impact of Academic Coaching May 16, 2012 … I received my final grades and they are 2B'2 2C's and 1D.  I can never  recreate the moment in time that i just experienced when i saw those grades on my computer screen. To say that for the last few days I have been feeling TERRIBLE, I found that simple bit of information so overwhelming that I honestly cried.  Though I have talked to both of you and my mother about my fears and wanting to just give up, and you all have tried to encourage me, I honestly felt like no one understood how serious i was about just quitting.  I was sure without a doubt that I had failed, and with no plan as to what i could do I was becoming quite depressed. But to see that i had passed not only made me feel better it reassured me that you three were right.  I can do this, and i feel like with the knowledge and experience that i have gained i can do WELL at this…  I can't explain how much you both have helped me in such a short amount of time but you have and for that I am SO GRATEFUL! I feel like now that i have managed to finish last semester in such a glorious way i can begin my summer classes and then my following semester's just as wonderfully. I honestly feel like it is possible to make the same grades in college as i did in high school.  As corny as this may sound i feel like i am smart!  (CUM GPA 1.66) July 11, 2012 I literally just left the testing center and I wanted to thank you all for taking time out to help me this week.  I got finished the test with 40/50 correct and received a score of 80% ! I won't try to explain the joy i feel right now, All I can say is I want to do even BETTER on test number 3! Seriously, this only motivates me to wanna do even better. (Projected Summer GPA 3.5!)

Reflection Question What is one strategy you have used to instill confidence in students who have lost their self-confidence due to poor academic performance?

The Connection Between Emotions, Motivation, and Learning Increased learning Increased success Positive emotions Increased motivation Positive emotions lead to increased motivation, which leads to increased learning, which leads to increased success, which results in positive emotions.

Stereotype Threat: A Potential Barrier to Academic Success What is stereotype threat? How can mentors decrease stereotype threat?

Stereotype Threat Stereotype threat refers to being at risk of confirming, as self-characteristic, a negative stereotype about one's group  (Steele & Aronson, 1995) It can negatively impact underrepresented minority and female students in STEM courses http://www.reducingstereotypethreat.org/

To Reduce Stereotype Threat in Academic Mentoring Sessions Emphasize the importance of effective strategies, not ability, for academic success Emphasize membership in a group known for success (e.g. college students) rather than the stereotyped group

To Reduce Stereotype Threat in Academic Mentoring Sessions Refrain from statements that “most students with your background don’t do well” Emphasize high expectations while expressing confidence in protégé’s ability to meet the expectations

Effective Strategies for Strong Academic Mentoring Relationships Get to know each other Establish expectations and ground rules Remain relentlessly pleasant and positive Set goals and timelines

Effective Strategies for Strong Academic Mentoring Relationships Attribute failures to correctable causes Attribute successes to protégé competence Maintain consistent meetings Celebrate successes!

Teach Your Protégés the Art of Reflective Self Mentoring It works beautifully when no academic mentor is available!

Strategies for “Self-Mentoring” Use critical thinking to discern the rules and culture of the institution. Talk with others who have succeeded to find out how they did it. Encourage yourself by using positive self-talk and constantly reminding yourself that the talents that brought you to this point will lead you to future success. Concentrate on the ABCs!

The ABCs of Academic Success! Attitude, Behavior, Commitment

that determines your altitude.” Attitude “It’s your attitude, not your aptitude, that determines your altitude.” Zig Ziglar

Behavior It’s the difference between knowing and doing that determines success. Anonymous

It’s not over ‘til it’s over, Commitment It’s not over ‘til it’s over, and only the protégé can determine when it’s over!

The CSUN Learning Resource Center! An Awesome Partner

Additional References Aronson, J., Fried, C.B., & Good, C. (2002). Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence. Retrieved August 5, 2007 from http://www.atkinson.yorku.ca/~jsteele/files/04082317412924405.pdf Bransford, J.D., Brown, A.L., Cocking, R.R. (Eds.), 2000. How people learn: Brain, Mind, Experience, and School. Washington, DC: National Academy Press. Murray, M. and Owen, M. (1991). Beyond the Myths of Mentoring. San Francisco, CA: Josey-Bass. Peddy, S. (2001). The Art of Mentoring: Lead, Follow, and Get Out of the Way. Houston, TX: Bullion Books. Peirce, W. (2003). Metacognition: Study Strategies, Monitoring, and Motivation. Retrieved August 4, 2007 from http://academic.pg.cc.md.us/~wpeirce/MCCCTR/metacognition.htm

QUESTIONS?

Each table will present one case to the group Afternoon Activity Think of the most challenging situation you have encountered as a mentor and describe it to the colleagues at your table. What made the situation challenging? Ask your colleagues to describe what they would have done in this situation Explain what you did, and what, if anything, you might do differently as a result of our discussion on mentoring Each table will present one case to the group