The Mentoring Enrichment Project (M-RICH)
Only 43% of graduates strongly or somewhat agreed with the statement “While attending (institution), I had a mentor who encouraged me to pursue my goals and dreams.” -Strada-Gallup Alumni Survey, 2018
In fact, 19% of graduates “strongly disagreed” that they had a helpful college mentor. -Strada-Gallup Alumni Survey, 2018
About a quarter of graduates indicated they never had used the resources of their institutions’ career services office; about the same percentage said they never received career advice from either a faculty or staff member. – Strada-Gallup Alumni Survey, 2018
Among those respondents who indicated they had a meaningful mentor, three-quarters of white graduates said their mentor had been a professor, but fewer than half (47%) of first-generation college and minority respondents. Strada-Gallup Alumni Survey, 2018
Content For You Choose and Use
Note that your selected content will populate at the bottom of this page under ‘Your Customized Resource List’.
To download your customized mentoring workbook, click Download File at the bottom, left-hand side of the page, below your last listed activity. (The Download File button will only appear when you have selected a resource.)
Curriculum
MENTORING CORE CURRICULUM
The Mentoring Enrichment Project suggested core curriculum is intended to give mentors a starting point for constructing a mentoring workbook. The core curriculum consists of one resource from each section that is relevant to mentees at all stages of their scholastic journeys. These activities are easily identifiable as the first listed exercise in each section (1.1, 2.1. 3.1, etc.). The list of titles for the core curriculum activities can be found here. You can review each of these resources and more below by clicking each content area.
- 1.1 Mentoring Compact (Content Area: Communication)
- 2.1 Understanding Your Strengths (Content Area: Inclusive Mentoring)
- 3.1 Rigor and Reproducibility (Content Area: Ethics)
- 4.1 Individual Development Plan (Content Area: Goal Setting and Monitoring)
- 5.1 Exploring Career Paths (Content Area: Job Exploration and Skills)
SKILL LEVEL OF EXERCISES
The distinctions of skill level are determined by the different timelines of the student’s research or the number of years the student has been in the lab. These are not classifications based on the year in college. An example of a beginner could be a 4th-year student who has just joined a research team with no prior research experience. The skill level distinction for each exercise can be found on in parentheses next to the activity title on the content pages (e.g. Mentoring Compact (Beginner)).
Beginner: A student who has just joined a research team without prior research experience.
Intermediate: A student with less than a year of research experience.
Experienced: A student who has been in a lab for a year or more.
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