Developing Principled Leaders, One Student At A Time: LOYOLA UNIVERSITY CHICAGO Developing Principled Leaders, One Student At A Time: Applying Ignatian Pedagogy to Faculty/Staff--Student Mentoring Anne Reilly, PhD Focus on Teaching & Learning January 2017

Session Learning Objectives 1. Discuss various faculty/staff & student mentoring opportunities Best practices, challenges Formal Loyola & AJCU opportunities 2. Consider how mentoring may adapt Ignatian pedagogy to support student development Both personal & professional growth 3. Offer suggestions for reflection & self-assessment for faculty/staff mentors as well as student protégés LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Benefits of Mentoring Faculty/Staff Mentors may… Provide professional support Teach new skills, offer guidance, act as role models Encourage personal development Help students discern values & priorities, offer support & counsel Building a meaningful mentor relationship may be one of most transformative experiences of a student’s university career (Lechuga, 2011) Mentors themselves may find it a transformative experience Mentoring may have a positive impact on student persistence (retention and graduation rates) & achievement (GPA) LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Mentoring Opportunities in Jesuit Universities Informal Mentoring Examples: new student deciding on a major; senior seeking guidance about graduate school Formal Mentoring* Examples: independent study for course credit; paid research assistant Sponsored Faculty Mentor Programs Examples: TRIO, university research fellowships Many directly incorporate Jesuit values of service & social justice in their missions *primary focus here LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Examples Of Formal Faculty/Staff Mentor Programs at AJCU Schools LeMoyne College Part of a Curriculum: Chemistry Loyola Marymount University General Research Opportunities: UROP Program Loyola University Chicago Grants for Student Support Services: TRIO/ACE Saint Louis University Integrated Advising & Mentoring: Academic Advisors, Faculty Mentors Xavier University Special Student Project: Sustainability Case Study Teams LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Overview of Federal TRIO Programs - Include 7 educational opportunity outreach programs, funded by U.S. Dept. of Education since 1965 - Designed to support eligible students from disadvantaged backgrounds Student Support Services (SSS) Program Basic requirements & academic development toward successful degree completion Over 1,000 institutions received SSS awards in 2013 AJCU: Boston College, Creighton, Fairfield, Loyola Chicago, Marquette, Saint Louis, St. Peter’s, Detroit-Mercy, Xavier Ronald E. McNair Post-Baccalaureate Achievement Program Prepares UG’s with strong potential for graduate studies (PhDs) 152 institutions received McNair Scholars grants in 2013 AJCU: Boston College, Loyola Chicago, Loyola Marymount, Marquette LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

The Ignatian Pedagogy Paradigm Three basic steps: Experience  Reflection  Action in a context, with post-learning evaluation Mentors who apply the IPP framework towards student development may help guide a student’s growth as a principled leader Encouraging students’ self-assessment is important, as is providing opportunities for reflection & assessment LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Aligning Faculty/Staff--Student Mentoring with IPP Example: Student research assistant working on project with faculty member establish a mentoring relationship (Context) Faculty member asks her protégé to search for resources about a collaborative research project, provide summary of key prior studies, collect data: Experience Mentor & student meet to review student’s findings & assess for their own research project, then Reflection: consider context, meaning, importance; e.g., Why this topic? Potential outcomes? Mentor & mentee jointly develop next steps for their collaborative research. Action: work plan, individual tasks, more reflection? As the project unfolds, the 3-stage IPP may be used again & again as mentor & protégé work through their assigned tasks, reflect on their findings, & act accordingly: Evaluation LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Reflection & Self-Assessment in Mentoring Sample Questions for the Student Protégé What are my personal goals for this mentor opportunity? Meeting basic program requirements? Pursuing career goals? Why this mentor? (v. traditional academic advisor?) What are my strengths & weaknesses? What do I enjoy? Honest reflection here will influence mentoring relationship & personal/ leadership development Sample Questions for the Faculty/Staff Mentor What are my personal reasons for mentoring? Unique as the faculty mentor: Assistance with a research project? Desire to work closely with an individual? Reach out to certain students? What guidance can I offer to provide a good learning opportunity for a protégé, and a good fit for her interests? Support for personal as well as professional development Clerical assistance not a reason to seek a mentee. (Some questions adapted from Baker and Griffin, 2010) LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Nuts & Bolts: Using a Work Plan/ Learning Agreement/ Mentor Contract Brief description of project, timeline, & schedule: How many hours? How often will mentor & mentee meet? Outline of tasks; how will responsibilities will be divided? Is the protégé expected to work on her own or together? Description of skills mentor will teach protégé; e.g.: Ethical research methods, collecting and analyzing data, IRB process Professional behaviors expected of the mentee, including: Regular communication, importance of meeting deadlines Clearly understood expectations about outcomes, feedback & assessment. How (in person? via email?) will mentee report progress? How will mentor review mentee’s work, & with what assessment criteria? Designated time for reflection? LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Integrating IPP with Mentoring Best Practices Self-assessment for both mentor & mentee Why are we engaged in this relationship? A learning agreement/work plan to guide the experience Documents expectations, schedule, outcomes Mutual respect between mentor & protégé Understand each other’s work style & expectations Providing a safe space for reflection Beneath surface to deeper meaning & personal values Planning for evaluation & assessment Exactly how and when the mentee’s progress will be measured Maintaining a professional relationship & setting boundaries Neither surrogate parents nor drinking buddies LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Challenges in Mentoring Mentoring is time-intensive, involving ‘invisible & often unrewarded work’ (Rockquemore, 2016) Project may fall to bottom of priority list Students may have trouble prioritizing their responsibilities An unstructured, independent project may lose their attention N.B.: Mentees frequently cancel meetings Busy faculty mentors Balancing the mentoring commitment with other responsibilities Mentor/protégé matches may fail overcommitted student or professor; widely-different work styles Underutilizing a protégé Drifting away from personal developmental aspect Mentor treating mentee as clerical help LOYOLA UNIVERSITY CHICAGO QUINLAN SCHOOL OF BUSINESS

Thank you! Questions? Comments? Sharing Experiences?