Page 96 - International Journal of Process Educaiton (Special Issue)

Figure 2 The Mentoring Methodology

Relationship Phase Step

Establishing 1. A need for mentoring is recognized by the mentee.

2. The mentee selects an appropriate mentor.

3. The mentor clarifies goals with the mentee.

4. The mentor and mentee put together a quality plan.

5. Both mentor and mentee make a commitment to follow through with the plan.

6. The mentor and mentee design an assessment plan.

Maintenance 7. The mentor and mentee implement the plan (including the assessmentplan).

8. The mentor monitors the progress of the mentee, providing appropriate support & challenge.

9. The mentee and mentor celebrate growth at key points.

10. The mentor and mentee celebrate final success.

Closure 11. The relationship between the mentor and mentee is changed.

The Student Success Institute Handbook (Apple, 2001) mentoring is no coincidence; no fewer than 10 modules
supplied additional mentoring resources that highlighted in the current Faculty Guidebook speak directly to the
the critical role mentoring plays in increasing student role of mentor and the process of mentoring. Perhaps the
success. These included the profile of a quality mentor and most important is the Profile of a Quality Faculty Member
an improved mentoring methodology (see Figure 2). (Collins & Apple, 2007), which sets the expectation that a
critical role of a high-quality faculty member is that of a
The first stand-alone Mentoring Handbook was a direct mentor who should meet the following criteria:
result of collaboration between faculty at the University of
Idaho and Pacific Crest. In 2003, the University of Idaho  Challenges mentees to define their own learning
received a 3-year National Science Foundation grant to objectives, performance expectations, and action
create an enriched learning environment (ELE) model for plans so that they can realize their personal and
the college of engineering. A second goal of this larger professional development outcomes
project was to create a mentor training program, organized
in tiers, for undergraduate engineering majors (University  Consistently models the behaviors and values of his
of Idaho, 2002). Many of the faculty involved in the ELE or her own discipline
project attended a Pacific Crest Mentoring Workshop
held in August 2003 that shared the resources that were  Employs timely, effective interventions related
currently available. As a result of the assembled expertise to learning skills that stimulate growth in mentee
and passion, a Mentoring Handbook was produced for performance
internal use at the University of Idaho and within Pacific
Crest’s mentoring institutes (Pacific Crest, 2003). Modules that speak to mentoring in general include:

Mentoring and the Faculty Guidebook  Overview of Mentoring (Leise, 2007b)

Steve Beyerlein, organizer of the Mentoring Workshop  Annotated Bibliography — Mentoring (Harms,
and professor of mechanical engineering at the University 2007a)
of Idaho, was the project director for the first edition of the
Faculty Guidebook. Beyerlein describes the Guidebook, Mentoring and its relationship with growth and personal
as “a resource for faculty members in any discipline who development:
wish to improve their classroom performance, mentor
junior colleagues, and foster graduate student mentoring”  Annual Professional Growth Plan (Hurd, 2007a)
(University of Idaho, 2004). The emphasis placed on
 Self-Growth Plans for Faculty Members (Hurd,
2007b)

 Becoming a Self-Grower (Leise, 2007a)

94 International Journal of Process Education (February 2016, Volume 8 Issue 1)