Mentoring The Mentors Workshop Toolkit
“MENTORING THE MENTORS” WORKSHOP TOOLKIT Last updated July 2019 Page 1 of 33
Table of Contents Introduction . 4 Building the Workshop . 5 Facilitation and Administration . 5 Timeline for Planning the Workshop . 5 Invited Speakers and Panels . 6 Session on diversity and inclusion . 6 Session on the diversity institutes . 6 Session on graduate admission in philosophy . 7 Participating Mentors . 7 Workshop Framework . 8 Addressing the Lack of Diversity in Philosophy . 10 Percentages of Bachelor’s Degrees in Philosophy Awarded to Minorities . 11 Resources and Further Reading . 12 Online Resources . 12 Articles and Books . 12 Training the Mentors . 14 Part 1: Mentoring Reflection . 14 Part 2: Effective Mentoring . 14 Mentoring versus academic advising . 14 Goal setting . 15 Time. 15 Reducing stigma . 16 The importance of being proactive. 16 Part 3: Mentoring and Diversity . 16 Cultural Competence . 17 Navigating Identities. 17 Institutional Barriers . 18 Part 4: Mentoring, Diversity, and Philosophy . 19 Page 2 of 33
Mentoring Diverse Students in Philosophy . 19 Additional Tips for Mentoring Underrepresented Students . 20 Important Note about Mandatory Reporting . 22 Discussion Scenarios . 22 Busy Schedules . 22 A Special Event . 23 Graduate School Guidance . 24 Encouragement is Key . 24 Be Realistic . 24 Graduate Admissions Advice . 25 University of Southern California: Mark Schroeder, Graduate Admissions Committee Member . 26 University of Chicago: Jason Bridges, Diversity Liaison, Former Director of Graduate Admissions . 27 American University: Amy Oliver, Former Department Chair, Philosophy and Religion . 29 Rutgers, The State University of New Jersey: Martin Lin, Former Director of Graduate Admissions . 29 University of Oklahoma: Martin Montminy, Graduate Admissions Committee Member . 30 Pennsylvania State University: Leonard Lawlor, Director of Philosophy Graduate Studies . 31 New York University: Jessica Moss, Former Director of Graduate Admissions . 32 Wrapping Up . 33 Starting a formal mentoring program . 33 Concluding Thoughts . 33 Page 3 of 33
Introduction The Andrew W. Mellon Foundation funded the first “Mentoring the Mentors” Workshop organized by the APA’s Diversity Institute Advisory Panel in 2016. The “Mentoring the Mentors” Workshop toolkit, modeled after that workshop facilitated by Ellen Feder and Mariana Ortega in January 2016, underwent significant revisions after subsequent workshops, and especially the workshop facilitated by Mitzi Lee in February 2019. The workshop toolkit also takes into account survey feedback from workshop participants and facilitators. The “Mentoring the Mentors” workshop intends to support faculty members and graduate students who mentor undergraduate students from underrepresented identities in philosophy. Underrepresented identities in philosophy include women, students of color, first generation college students, LGBTQ individuals, individuals with disabilities, and students from low socio-economic backgrounds. Undergraduate diversity institutes in philosophy, such as the Philosophy in an Inclusive Key Summer Institute (PIKSI), are built in part on mentorship of undergraduates from these groups. Institutes such as PIKSI often find that the faculty mentors at students’ home institutions have had limited mentoring training and support. Further, as diversity institutes become more competitive—many accept only 20 percent of applicants—the institutes turn away more students. Hence there is a need for mentors at all institutions who can provide that mentoring and support for students from underrepresented groups. The “Mentoring the Mentors” Workshop aims to train mentors of all philosophy students from underrepresented groups, both those who attend diversity institutes and those who do not. Using this toolkit as a guide, philosophy departments, philosophical societies, and other organizations may run their own “Mentoring the Mentors” workshops for faculty and graduate students in mentoring roles. The toolkit will help them to develop and improve upon their ability to mentor and encourage students from diverse backgrounds to pursue advanced philosophical studies. The information in this toolkit makes it possible for individuals and groups to host the workshop without expertise on the subject. Addressing and improving diversity in philosophy is too important to allow a lack of local experts to impede discussion and progress. Workshop organizers should note that this workshop focuses on mentoring undergraduate students, but many of the principles apply to mentoring graduate students or even junior faculty. Page 4 of 33
Building the Workshop Facilitation and Administration We recommend dividing the tasks of running the workshop among two or more individuals. The person or organization sponsoring the workshop should select one or two people to run the workshop session. Though there may be more than one person co-facilitating, throughout this toolkit, we will refer to all people in this role as “facilitator.” The facilitator will serve as teacher and mentor to the group, guiding workshop discussions and bringing expertise in philosophy, mentorship, or academic diversity. The facilitator does not need to be an expert on mentoring undergraduates from underrepresented identities specifically, though this person ought to be a leader with experience in running seminars or workshops. When an experienced facilitator may not be available, this workshop toolkit provides more background information and guided content in the form of “Discussion Scenarios” in the section on training mentors. At least one person who is not the facilitator should take on administrative tasks and workshop logistics. This person will book the workshop space, prepare workshop supplies and answer questions leading up to the event. This administrative organizer may be responsible for workshop promotion as well as collecting and organizing applications. This person may read applications and, working with the facilitator and/or sponsor of the workshop, send invitations to selected participants. In the past, hosts of the “Mentoring the Mentors” Workshop such as the APA have assigned a staff person to play this role, before selecting the facilitator. Throughout this toolkit, we will refer to this role as “organizer.” Timeline for Planning the Workshop The following are a few suggested deadlines for both facilitator and organizer leading up to a workshop. At least ten months out, institutional host and organizer should narrow down potential facilitators. At least seven months out, a facilitator should be selected and confirmed. The date of the workshop may be chosen before or after the facilitator to allow flexibility around the facilitator’s schedule. At least five months out, the organizer should prepare advertisements for participant applications. At least five months out, the host, organizer, and facilitator should work together in crafting the workshop schedule, including picking a final date (if this has not already been done). If the facilitator would like to invite panelists or speakers—particularly more well-known speakers—the facilitator should contact these potential speakers as far in advance as possible. If the facilitator plans to invite individuals who are attending a conference, begin inviting these speakers as soon as the conference program is public and registration is underway. At least four months out, applications and deadlines should be made public and shared with the appropriate populations of faculty and graduate students. At least three months out, applicants should be due; if possible, attendees should be notified within two weeks of submitting their applications whether or not they were chosen to attend. At least two months out, the facilitator should begin communication with attendees, sending out information such as reading assignments, requests for biographies, and questions to prepare before attending. Panelists and guest speakers should also be notified about the workshop schedule and Page 5 of 33
should be given information on preparing for their workshop session (e.g., topics to discuss, questions to answer). At least one month out, the schedule for the day of the workshop should be finalized. This is the time to make catering plans, check back in with participants and speakers about building addresses and room numbers, and share any other pertinent information such as reimbursement forms, required pre-workshop assignments, and materials to bring to the workshop. In the few days leading up to the workshop, the facilitator and/or the organizer should be readily available via email to answer questions about the workshop and solve any last minute problems. Invited Speakers and Panels It is the responsibility of the facilitator to invite experts on the topics of mentorship, diversity in philosophy, and graduate admissions to supplement the discussion in either speaker or panel format. It is up to the facilitator to choose which panels and sessions would be of most interest. Past facilitators have found that it is important to include plenty of time for discussion, and not to fill up the whole day with panels and speakers without leaving enough time for the workshop participants to discuss the problems, issues, and questions that they are bringing to the table. The following sections outline some ideas for sessions and panels that facilitators have used in the past. Session on diversity and inclusion This session might include academic professionals who specialize in promoting diversity and inclusion at their home institutions, or academic psychologists who specialize in research pertinent to this field. For example, the first “Mentoring the Mentors” Workshop invited Bernadette Sanchez, a psychology professor and expert on mentoring middle school and high school students from diverse backgrounds. She was able to describe different studies concerning effective mentoring programs and strategies for these populations. If the host organization or institution has dedicated professionals in diversity and inclusion, it may be useful to invite them to share their expertise. Past facilitators have found that it is more helpful to have experts who can speak about specific mentoring strategies, rather than those who speak more broadly on the need for mentoring or the value of diversity in the university. Another option is to include readings or recorded lectures concerning effective mentoring for diverse populations as homework assignments ahead of or following the workshop. Or a workshop could include someone from one of the STEM fields where efforts to mentor students from underrepresented groups are far ahead of those in philosophy. For example, one facilitator invited the University of Missouri Director of the Initiative for Maximizing Student Diversity, Mark Hannick, to discuss diversity in the STEM fields. The director was able to give participants many ideas about programs and strategies for promoting diversity in the “pipeline,” in particular via undergraduate mentorship of fellow undergraduates. Session on the diversity institutes Past facilitators have invited diversity institute organizers or board members to speak in person or via videoconference during an informative workshop session. These speakers—both faculty and graduate Page 6 of 33
students who were alumni of diversity institutes—can speak to issues such as the effectiveness of mentoring at diversity institutes and the nuts-and-bolts of how the institutes are organized. The diversity institutes we discuss here include the PIKSI programs (PIKSI-Rock, PIKSI-Boston, and PIKSI-Logic), Rutgers Summer Institute for Diversity in Philosophy, Summer Immersion Program in Philosophy at Brown, Summer Program for Women in Philosophy at UC San Diego, Pittsburgh Summer Program, and COMPASS@Michigan, as well as the Stanford/CCNY Summer Research Program and the CUNY Pipeline Summer Institute (which focus more broadly on the humanities, but include philosophy). Many participants in the “Mentoring the Mentors” workshops have been students at these institutes and have returned as graduate assistants. They see themselves as “paying it forward,” and are an invaluable resource for discussion about what occurs at the diversity institutes. Session on graduate admission in philosophy Faculty members who have served as directors of admissions for their graduate programs are often in a good position to give specific advice to students from underserved backgrounds about their unique admissions processes, what types of resources applicants should seek out, and how applicants can present and contextualize their strengths and weaknesses. Thus, if the workshop is occurring at a conference such as an APA divisional meeting, facilitators should check the meeting program for directors of admissions for both MA and PhD programs in philosophy, as they will be more likely to give their time to the workshop if they will already be on site. Past facilitators have found it useful to send out a call on social media to find interested individuals who will be attending the conference where the workshop will take place. Similarly, if the workshop is occurring at an academic institution, organizers should contact present or past directors of graduate admissions in philosophy. If the host institution does not have a graduate program in philosophy, facilitators should consider inviting admissions committee members from other programs for a panel, either in person or via videoconference. Every graduate program is different, and awareness of those differences is crucial to effectively mentoring students who intend to pursue graduate study in philosophy. For this reason, it is helpful to invite directors from a variety of different programs including MA programs, both analytic and continental or pluralist programs, philosophy graduate programs at both public and private universities, programs from different regions of the country, and so on. If graduates admissions committee members cannot attend, this toolkit contains written advice on graduate admissions from present or past admissions committee members of several popular graduate programs in philosophy. Participating Mentors Most iterations of the “Mentoring the Mentors” Workshop have required an application for participation. There are generally many more individuals interested in participating in the workshop than one facilitator can manage. Depending on funding and event space, we recommend capping the number of participants at 18–20 per workshop. The organizer and facilitator will determine which applicants are invited. They may use a first-come, first-served approach or a competitive application approach for admitting participants. Usually, some applicants are graduate students and others are faculty members. It is worth considering what kind of balance of the two is ideal in a workshop. Graduate students are future faculty members, and because many of them are already graduate part-time instructors, they are already serving as mentors to the undergraduates in their classes. Some graduate students are already serving as directors of diversity Page 7 of 33
institutes, or as mentors in those institutes, and hence are seeking training to serve in those roles. On the other hand, faculty members tend to be more experienced, and the ones who come to a “Mentoring the Mentors” Workshop tend to be the individuals in their departments that undergraduates seek out for advice and mentoring. Graduate students in a workshop tend to still be thinking about how they want to be mentored, and are under immense pressure themselves to make it to the academic job market. Faculty are often able to speak from experience about what types of mentoring were most effective for themselves and for their mentees. For these reasons, one might balance in favor of faculty members over graduate students, especially graduate students who are in the first or second years of study. On the application forms, consider asking about what experience participants bring to the discussion and what they would like to get out of the workshop. Once applicants confirm their attendance, it might be helpful for the facilitator to dig even deeper into the expectations that participants have for the workshop. For example, the facilitator might send emails requesting topics and problems they would like to discuss, and a preliminary schedule so that the participants know what to expect. Hosts and organizers should consider incentivizing participation. This could range from providing refreshments and awarding a certificate of completion to offering stipends to those who attend. Workshop Framework The facilitator may select resources and discussion topics based on the needs and expectations of the organization and workshop participants. Did participants say that they would like concrete advice on how to support their mentees in going to graduate school? Did they indicate a desire to practice mentoring techniques for students from diverse backgrounds? Each section of this toolkit introduces a topic and provides introductory information to keep the conversation going. The section on training mentors also contains “Discussion Scenarios” for groups that need more guidance. The following is a sample schedule for a one-day “Mentoring the Mentors” workshop. Sections of the toolkit that correspond to the discussion sessions are in italics. This schedule should be adapted to the needs and expectations of each workshop’s host and participants. 9:00 AM – 9:30 AM Welcome and Introductions (Coffee Provided) 9:30 AM – 10:30 AM Opening Discussion: Addressing the Lack of Diversity in Philosophy, workshop goals, and Mentoring Reflection 10:30 AM – 10:45 AM Break 10:45 AM – 11:45 AM Discussion: Effective Mentoring and Mentoring and Diversity 11:45 AM – 12:45 PM Lunch Discussion: Use this time to wrap up morning conversations or to begin discussion of tips for mentoring underrepresented students. Page 8 of 33
12:45 PM – 1:45 PM Discussion: Mentoring, Diversity, and Philosophy and Additional Tips for Mentoring Underrepresented Students 1:45 PM – 2:45 PM Panel Discussion: Graduate Admissions 2:45 PM – 3:00 PM Afternoon Break 3:00 PM – 4:00 PM Panel Discussion: Mentorship at Diversity Institutes 4:00 PM – 5:00 PM Closing Discussion: Future Directions and Concluding Thoughts Consider how much time participants will be willing and able to devote to serious conversation and discussion of these topics. This workshop could be half a day, a whole day, or multiple days. If it is a challenge to devote a whole day to the workshop, consider breaking these topics down into a series of shorter, one-topic workshops over the course of a semester. No matter the duration, it is crucial that participants have break time to refresh and process the content and discussions of the workshop. The facilitator should decide how technology fits into the workshop. Should participants bring laptops or notetaking devices? Some facilitators have found success with online community platforms such as Padlet or Slack, on which participants may comment before, during, and after the workshop. These platforms let the facilitator share resources and readings and let the participants ask questions as they come up. In past surveys, some participants and speakers have noted that they did not know what to expect until they arrived at the workshop. The facilitator should inform both participants and speakers of what they are expected to discuss in the workshop. For example, speakers often find it helpful if the facilitator sends specific instructions about the topics they should cover and their audience’s needs. The facilitator should also compile a list of questions to address during the workshop, as well as a directory of participants so that all involved have sense of who is in the room. It is therefore helpful to collect the biographies and contact information of participants, facilitators, and panelists in advance. Sending this to participants and speakers before the workshop both gives them some idea of what to expect, and allows the conversation to continue long after the workshop is over, since one of the chief advantages of the workshop is the opportunity for networking among individuals who share a common mission and set of concerns. Some questions that the facilitator and the organizer can ask participants are included below: What do you hope to get out of this workshop? Do you have any special requests for topics of discussion? Have you mentored students before? Have you ever recommended a student for a diversity institute (e.g., PIKSI)? Have you ever participated in a diversity institute? Have you ever had a mentor? Please provide a brief bio (7–10 sentences) to introduce yourself to the group. Page 9 of 33
Addressing the Lack of Diversity in Philosophy We suggest that the facilitator first address the purpose of the workshop and the lack of diversity in the discipline of philosophy. The purpose of this workshop is for people who serve as mentors of students from underrepresented backgrounds to practice effective mentoring skills, in pursuit of the larger goal of diversifying the professional pipeline in philosophy. This workshop provides opportunities for both open reflection and structured discussion of concrete information related to diversity in philosophy and the mentorship of underrepresented students. Participants and the facilitator should have time during the opening discussion to share their goals for the workshop. There is no single reason why there has historically been a disproportionately low number of women, people of color, and other diverse identities in philosophy. Recognition of the issue of diversity in the philosophical profession has grown in recent years. The APA’s Committee on the Status of Women (CSW) periodically reports on the percentage of women in the profession. The CSW stated that in 1992, only 13 percent of the profession were women. This was a notably lower number than other humanities disciplines, such as literature and foreign languages (where women were represented nearly equally with men) or history (where women represented nearly 25 percent of the profession). By 2003, the number of women in the profession increased to about 20 percent,1 and by 2011, the number of women earning doctorates in philosophy approached 33 percent.2 As the following graph displays, bachelor’s degrees in philosophy for “All Racial/Ethnic Minorities” have been disproportionately low for decades, but have increased slightly since 1995, and “Traditionally Underrepresented” (excluding Asians/Pacific Islanders) and “Hispanic” populations have increased has well. However, the data for “Asian or Pacific Islanders,” “African American, Non-Hispanic,” “Temporary Resident,” and “American Indian or Alaska Native” populations reflects stagnation at 5–10 percent or lower. The proportion of master’s and doctoral degrees awarded to these groups are even lower than those for bachelor’s degrees, and the proportion of people of color pursuing academic philosophy as a profession are lower still. According to the Humanities Indicators project, data available from 2014 suggests that “traditionally underrepresented minorities” (excluding Asians/Pacific Islanders) earne
after that workshop facilitated by Ellen Feder and Mariana Ortega in January 2016, underwent significant revisions after subsequent workshops, and especially the workshop facilitated by Mitzi Lee in February 2019. The workshop toolkit also takes into account survey feedback from workshop participants and facilitators.
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̶The leading indicator of employee engagement is based on the quality of the relationship between employee and supervisor Empower your managers! ̶Help them understand the impact on the organization ̶Share important changes, plan options, tasks, and deadlines ̶Provide key messages and talking points ̶Prepare them to answer employee questions
Dr. Sunita Bharatwal** Dr. Pawan Garga*** Abstract Customer satisfaction is derived from thè functionalities and values, a product or Service can provide. The current study aims to segregate thè dimensions of ordine Service quality and gather insights on its impact on web shopping. The trends of purchases have
Mentoring a new Toastmasters club is similar in many ways to mentoring a single person. Mentors are the advisors and tutors for new clubs and have a great effect on the degree to which a new club succeeds. Benefits for Mentors New clubs are not the only beneficiaries of the mentoring relationship. Mentoring allows you to Share your expertise
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different set of skills is needed to work effectively with adult learners. 6. Mentors should be able to volunteer or to say, “No, not this year.” 7. Learning to be a good mentor takes time. 8. Mentors move from being expert teachers to novice mentors to expert mentors (Figure 4). Training for mentors is needed from one level to the next.
