Mentoring Resources
This reference library provides an overview of resources (websites, policy documents, research studies, books, practical materials, etc.) that relate to various aspects of mentoring in the sciences.
Resources are organized into the following sections:
Communication & Networking
Hall, A. (2011).
Social Networking and Scientific Connections. SACNAS.
Thoughtful article on social media to assist with program preparation and networking.
Hara, B. (2011).
"Think Before You Tweet (or Blog or Update a Status)".
The Chronicle of Higher Education.
On the pitfalls and power of social media.
Back to top of pageDiversity
Amelink, C. & Creamer, E. (2010).
Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career.
Journal of Engineering Education. (99)1, 81‐92.
American Association for the Advancement of Science. (2011).
Measuring Diversity: An evaluation guide for STEM
graduate program leaders.
A Final Product of an Evaluation Capacity Building Project Funded by the National Science Foundation (NSF) Division of Research on Learning in Formal and Informal Settings and the Alliances for Graduate Education an d the Professoriate Program (AGEP)
Barker, L., & Cohoon,J. M. (2011).
Equal Access: Inclusive Strategies for Teaching Students with Disabilities (Case Study 3). National Center for Women & Information Technology.
Inclusive strategies for recruiting and retaining students with disabilities and women students (with particular emphasis on improving and increasing communication). This document, and others like it, is from the National Center for Women and Information Technology: Promising Practices.
Bonetta, L. (2009).
The Road to Diversity: Are We There Yet?.
Science. AAAS.
Article to help in understanding and better addressing diversity in your programs.
Boyd, M.K., & Wesemann, J.L. (2009).
Broadening Participation in Undergraduate Research. Council on Undergraduate Education.
Engaging undergraduate students in research, scholarship, and creative activity is a proven and powerful practice for enhancing educational outcomes and expanding frontiers of knowledge. This book is a rich collection featuring institutions that are maximizing the impact of this practice by including: underrepresented ethnic and racial minorities, students with disabilities, females, students of lower socioeconomic status, first- and second-year students, and others not traditionally involved in the development of new knowledge.
Clewell, B.C. & Fortenberry, N. (Eds.), Bramwell, F., Campbell, P.B., Clewell, B.C.,
Davis, D., Fortenberry, N., García, A., Nelson, D., Thomas, V.G., Stoll, A. (2009).
Framework for Evaluating Impacts of Broadening Participation Projects: Report from a National Science Foundation
Workshop. The National Science Foundation.
This report grew out of a workshop sponsored by the National Science Foundation (NSF) in Arlington, Virginia, on April 17-18, 2008. The workshop was structured around responding to two questions: What metrics should be used for project monitoring? What designs and indicators should be used for program evaluation? The workshop resulted in providing information for NSF about what it should require for program monitoring and for program evaluation and advice and data gathering information relevant to awardees.
Crutcher, B.N. (2007).
Mentoring Across Cultures.
Academe Online. American Association of University Professors.
Mentors need not have the same cultural or social background as their mentees. But they must pay close attention to the implications of the differences
Gall, K., Knight, D. W., Carlson, L. E.,& Sullivan, J. F. (2003).
Making the grade with students: The case for accessibility.
Journal of Engineering Education. 92, 337-343..
Hernandez, S., Johnson, A., Jones, D., & Tull, R. (2011).
Addressing Institutional Barriers in Broadening Participation of Women and Underrepresented Groups in Engineering Higher Education.
More Graduate Education at Mountain States Alliance (MGE@MSA). (2005).
Faculty Doctoral Mentoring Institute.
Video excerpts of proceedings, Q and A, and presenters, addressing topics related to mentoring underrepresented minority students.
Stassun, K., Guadalupe, B., Arnold, L., Edwards, S. (2010).
The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving
Institutions.
Journal of Geoscience Education. v.58, n.3, 135-144.
University of Wisconsin, Madison.
Women in Science and Engineering Leadership Institute (WISELI).
The Women in Science & Engineering Leadership Institute (WISELI) is a research center at the University of Wisconsin-Madison. WISELI was formed in 2002 with funding from the National Science Foundation’s ADVANCE: Institutional Transformation program. The center is currently funded with a combination of: contributions from eight UW-Madison schools, colleges, or units; grant funding from national scientific funding agencies; gift funds; and funds earned through WISELI’s income-generating activities.
Women in Engineering ProActive Network (WEPAN).
Women in Engineering ProActive Network (WEPAN) Knowledge Center.
Directory of mentoring and networking resources for graduate and undergraduate engineering students.
Women in Science and Engineering Leadership Institute (WISELI). (2010).
Benefits and Challenges of Diversity in Academic Settings. WISELI.
The diversity of a university’s faculty, staff, and students influences its strength, productivity, and intellectual personality. Diversity of experience, age, physical ability, religion, race, ethnicity, gender, and many other attributes contributes to the richness of the environment for teaching and research. We also need diversity in discipline, intellectual outlook, cognitive
style, and personality to offer students the breadth of ideas that constitute a dynamic intellectual community.
Back to top of pageEvaluation
American Association for the Advancement of Science. (2011).
Measuring Diversity: An evaluation guide for STEM
graduate program leaders.
A Final Product of an Evaluation Capacity Building Project Funded by the National Science Foundation (NSF) Division of Research on Learning in Formal and Informal Settings and the Alliances for Graduate Education an d the Professoriate Program (AGEP)
Clewell, B.C. & Fortenberry, N. (Eds.), Bramwell, F., Campbell, P.B., Clewell, B.C.,
Davis, D., Fortenberry, N., García, A., Nelson, D., Thomas, V.G., Stoll, A. (2009).
Framework for Evaluating Impacts of Broadening Participation Projects: Report from a National Science Foundation
Workshop. The National Science Foundation.
This report grew out of a workshop sponsored by the National Science Foundation (NSF) in Arlington, Virginia, on April 17-18, 2008. The workshop was structured around responding to two questions: What metrics should be used for project monitoring? What designs and indicators should be used for program evaluation? The workshop resulted in providing information for NSF about what it should require for program monitoring and for program evaluation and advice and data gathering information relevant to awardees.
Frechtling, J.W., Melvin, M.M., Rog D.J., Thomas, V., Frierson, H., Hood, S., Hughes, G. (2010).
The 2010 User-Friendly Handbook for Project Evaluation.
Division of Research and Learning in Formal and Informal settings, National Science Foundation.
his Handbook was developed to provide project irectors and principal investigators working with the National science Foundation (NSF) with a basic guide for evaluating NSF’s educational projects. It is aimed at people who need to learn more about both the value of evaluation and how to design and carry out an evaluation, rather than those who already have a solid base of experience in the field. It builds on firmly established principles, blending technical knowledge and common sense to meet the special needs of NSF and its stakeholders.
Back to top of pageFocus on Engineering
Amelink, C. & Creamer, E. (2010).
Gender Differences in Elements of the Undergraduate Experience that Influence Satisfaction with the Engineering Major and the Intent to Pursue Engineering as a Career.
Journal of Engineering Education. (99)1, 81‐92.
ENGAGE, Engaging Students in Engineering.
Faculty-Student Interaction (FSI).
Communication strategies and research to help faculty improve the quality of interactions with students.
Hernandez, S., Johnson, A., Jones, D., & Tull, R. (2011).
Addressing Institutional Barriers in Broadening Participation of Women and Underrepresented Groups in Engineering Higher Education.
University of Wisconsin, Madison.
Women in Science and Engineering Leadership Institute (WISELI).
The Women in Science & Engineering Leadership Institute (WISELI) is a research center at the University of Wisconsin-Madison. WISELI was formed in 2002 with funding from the National Science Foundation’s ADVANCE: Institutional Transformation program. The center is currently funded with a combination of: contributions from eight UW-Madison schools, colleges, or units; grant funding from national scientific funding agencies; gift funds; and funds earned through WISELI’s income-generating activities.
Washington Space Grant Consortium.
The Basics of Poster Design.
The Washington NASA Space Grant Consortium offers this handout as a guide to instruction on poster design.
Women in Engineering ProActive Network (WEPAN).
Women in Engineering ProActive Network (WEPAN) Knowledge Center.
Directory of mentoring and networking resources for graduate and undergraduate engineering students.
Back to top of pageFunding
Engineering Information Foundation (EiF).
Grant Programs.
The mission of the Engineering Information Foundation is to improve worldwide engineering education and practice through information technology and the recruitment of women. This page outlines their funding criteria.
Flint, K., & Phillips, C.J.F.
Mentoring Plans for Postdoctoral Scholars. National Postdoctoral Association.
Mentoring can have a profound influence on the relative satisfaction and success of postdoctoral scholars. Mentoring plans are tools to help optimize the mentoring experience by providing a roadmap for both the mentor and the postdoc of the activities that will be undertaken to further the postdoc's professional and career development. This includes support for the enrichment of a postdoc's research knowledge, skills, and productivity as well as assistance in furthering the postdoc's career prospects. This mentoring toolkit includes resources developed by the National Postdoctoral Association (NPA) for how to draft a mentoring plan, suggestions for effective mentoring activities, and other resources on effective mentoring.
Harvard Medical School, Office of Postdoctoral Fellows. (2009).
NSF Postdoc Mentoring Plan Requirement for Proposals.
One of the most significant changes to the PAPPG is implementation of the mentoring provisions of the America COMPETES Act for proposals that include support for postdoctoral fellows. Proposals without a separate section will be returned without review.
Back to top of pageGeneral mentoring
ASME.
"Pick a Mentor".
Professional Practice Curriculum: Studying Engineering.
This is one topic within a larger practical resource aimed at helping engineering students navigate their academic and early professional career.
Barker, L., & Cohoon, M. (2008).
Promising Practices. MentorNet, National Center for Women & Information Technology.
Introduction and overview of MentorNet, which provices resources, training and an e-mentoring network to promote mentoring at all levels in engineering and science.
Barker, L., & Cohoon,J. M. (2007).
Using REUs to Retain Female Undergraduates. National Center for Women & Information Technology.
Case studies and faculty feedback on REU best practices.
Crutcher, B.N. (2007).
Mentoring Across Cultures.
Academe Online. American Association of University Professors.
Mentors need not have the same cultural or social background as their mentees. But they must pay close attention to the implications of the differences
ENGAGE, Engaging Students in Engineering.
Faculty-Student Interaction (FSI).
Communication strategies and research to help faculty improve the quality of interactions with students.
Handelsman, J., Pfund, C., Lauffer, S.M., & Pribbenow, C.M.
Entering Mentoring. The Wisconsin Program for Scientific Teaching, supported by the Howard Hughes Medical Institute Professors Program.
An eight week seminar resource book. The goal of the seminar outlined in this manual is to accelerate the
process of learning to be a mentor. The seminar provides mentors with an intellectual framework to guide them, an opportunity to experiment with various
methods, and a forum in which to solve mentoring dilemmas with the help of their peers.
Kenrick M., & Murphy, E.S. (Eds.). (2010).
The Faculty Handbook: Mentoring Undergraduates in Research and Scholarship. University of Alaska Anchorage.
This handbook is intended as guidance for mentoring undergraduates in research and scholarship at UAA. To get a broad picture of how undergraduate researchers are mentored at UAA, we solicited and received essays from twenty-one faculty members across different disciplines, schools, and colleges.
More Graduate Education at Mountain States Alliance (MGE@MSA). (2005).
Faculty Doctoral Mentoring Institute.
Video excerpts of proceedings, Q and A, and presenters, addressing topics related to mentoring underrepresented minority students.
Muller, C. (2011).
Talk to Me Seminar: Secrets of Success presentation powerpoint. Women in Engineering ProActive Network (WEPAN).
"Talk To Me": A Toolkit for Engineering Educators . Talk to Me is a project aimed at improving faculty-student interactions for 1st and 2nd year women engineering students.
Muller, C. (2011).
Talk to Me Facilitators Toolkit and Student Handouts. Women in Engineering ProActive Network (WEPAN).
"Talk To Me": A Toolkit for Engineering Educators . Talk to Me is a project aimed at improving faculty-student interactions for 1st and 2nd year women engineering students.
Myers, R. (2010).
"Why You Need To Mentor, No Matter What Your Level". BitesizeBio.
In this article, Richard Myer of UC Davis highlights the learning experience of mentoring. He cites mentoring as a unique means to advance the knowledge and capabilities of the mentor through the act of teaching and guiding others.
University of Michigan, Rackham Graduate School. (2010).
How to Get the Mentoring You Want: A Guide for Graduate Students.
Guide for graduate students who seek to improve the quality of their relationships with faculty.
Wayne State University School of Medicine, Department of Physiology.
Guidelines for student mentor relationships.
The Wayne State University School of Medicine Department of Physiology offers insightful guidelines for student mentor relationships as a powerpoint presentation that could be viewed by an entire research group.
Women in Engineering ProActive Network (WEPAN).
Women in Engineering ProActive Network (WEPAN) Knowledge Center.
Directory of mentoring and networking resources for graduate and undergraduate engineering students.
Back to top of pageIn practice
ASME.
"Pick a Mentor".
Professional Practice Curriculum: Studying Engineering.
This is one topic within a larger practical resource aimed at helping engineering students navigate their academic and early professional career.
Barker, L., & Cohoon,J. M. (2007).
Using REUs to Retain Female Undergraduates. National Center for Women & Information Technology.
Case studies and faculty feedback on REU best practices.
Bloemraad, I. (2008).
Getting Published in Academic Journals.
Advice for those considering writing for publication.
Burroughs Wellcome Fund, & Burroughs Wellcome Fund. (2006).
Making the Right Moves: A Practical Guide to Scientifıc Management for Postdocs and New Faculty.
The purpose of the manual is to alert beginning scientists to the importance of the leadership and managerial aspects of their new (or soon-to-be-acquired) jobs and to give them practical information that will help them succeed as planners and managers of research programs. Not only will the researchers benefit, but the scientific enterprise will benefit as well.
Dartmouth College.
How to Keep a Notebook.
A guide for students in keeping a lab notebook.
ENGAGE, Engaging Students in Engineering.
Faculty-Student Interaction (FSI).
Communication strategies and research to help faculty improve the quality of interactions with students.
Flint, K., & Phillips, C.J.F.
Mentoring Plans for Postdoctoral Scholars. National Postdoctoral Association.
Mentoring can have a profound influence on the relative satisfaction and success of postdoctoral scholars. Mentoring plans are tools to help optimize the mentoring experience by providing a roadmap for both the mentor and the postdoc of the activities that will be undertaken to further the postdoc's professional and career development. This includes support for the enrichment of a postdoc's research knowledge, skills, and productivity as well as assistance in furthering the postdoc's career prospects. This mentoring toolkit includes resources developed by the National Postdoctoral Association (NPA) for how to draft a mentoring plan, suggestions for effective mentoring activities, and other resources on effective mentoring.
Handelsman, J., Pfund, C., Lauffer, S.M., & Pribbenow, C.M.
Entering Mentoring. The Wisconsin Program for Scientific Teaching, supported by the Howard Hughes Medical Institute Professors Program.
An eight week seminar resource book. The goal of the seminar outlined in this manual is to accelerate the
process of learning to be a mentor. The seminar provides mentors with an intellectual framework to guide them, an opportunity to experiment with various
methods, and a forum in which to solve mentoring dilemmas with the help of their peers.
Harvard Medical School, Office of Postdoctoral Fellows. (2009).
NSF Postdoc Mentoring Plan Requirement for Proposals.
One of the most significant changes to the PAPPG is implementation of the mentoring provisions of the America COMPETES Act for proposals that include support for postdoctoral fellows. Proposals without a separate section will be returned without review.
Kenrick M., & Murphy, E.S. (Eds.). (2010).
The Faculty Handbook: Mentoring Undergraduates in Research and Scholarship. University of Alaska Anchorage.
This handbook is intended as guidance for mentoring undergraduates in research and scholarship at UAA. To get a broad picture of how undergraduate researchers are mentored at UAA, we solicited and received essays from twenty-one faculty members across different disciplines, schools, and colleges.
Lakoski, J.M. (2009).
"Perspective: Top 10 Tips to Maximize Your Mentoring".
Science.
Practical tips on improving how you mentor.
Muller, C. (2011).
Talk to Me Facilitators Toolkit and Student Handouts. Women in Engineering ProActive Network (WEPAN).
"Talk To Me": A Toolkit for Engineering Educators . Talk to Me is a project aimed at improving faculty-student interactions for 1st and 2nd year women engineering students.
Muller, C. (2011).
Talk to Me Seminar: Secrets of Success presentation powerpoint. Women in Engineering ProActive Network (WEPAN).
"Talk To Me": A Toolkit for Engineering Educators . Talk to Me is a project aimed at improving faculty-student interactions for 1st and 2nd year women engineering students.
University of Michigan, Rackham Graduate School. (2010).
How to Get the Mentoring You Want: A Guide for Graduate Students.
Guide for graduate students who seek to improve the quality of their relationships with faculty.
Washington Space Grant Consortium.
The Basics of Poster Design.
The Washington NASA Space Grant Consortium offers this handout as a guide to instruction on poster design.
Wayne State University School of Medicine, Department of Physiology.
Guidelines for student mentor relationships.
The Wayne State University School of Medicine Department of Physiology offers insightful guidelines for student mentor relationships as a powerpoint presentation that could be viewed by an entire research group.
Web GURU.
The Laboratory Notebook.
A guide for students in keeping a lab notebook.
Back to top of pageProgram design and policy
Hall, A. (2011).
Social Networking and Scientific Connections. SACNAS.
Thoughtful article on social media to assist with program preparation and networking.
Hernandez, S., Johnson, A., Jones, D., & Tull, R. (2011).
Addressing Institutional Barriers in Broadening Participation of Women and Underrepresented Groups in Engineering Higher Education.
Institute for Broadening Participation. (2011).
Recruitment Plan.
IBP offers a template of a recruitment plan that can be adapted easily to individual programs and ideas on how to make the most of conference participation with an eye to recruitment. These resources and others can be found on the Pathways to Science Faculty link in the Resource Toolbox.
Loretz, C, (Ed.). (2002).
Looking Beyond the Borders: A Project Director’s Handbook of Best Practices for International Research Experiences for Undergraduates.
Developed by the NSF Workshop on Best Practices for Managing International REU Site Programs. This document includes good guidance for domestic as well as international programs.
New York State Department of Civil Service.
Ten Tips for a Successful Mentoring Program.
Non-academic institutions also provide valuable perspective and information that can inform academic program design.
Riskin, E., Ostendorf, M., Cosman, P., Effros, M., Li, J., Hemami, S., & Gray, R.M. (2005).
PAESMEM Proceedings at Stanford University: Values for Mentors. Presidential Awards for Excellence in Science, Mathematics and Engineering Mentoring (PAESMEM).
There is no single agreed upon set of best practices to serve as guides for mentors, but the presentations and discussions produced a collection of variations on common themes that provide a good start.
Stassun, K., Guadalupe, B., Arnold, L., Edwards, S. (2010).
The Fisk-Vanderbilt Masters-to-PhD Bridge Program: A Model for Broadening Participation of Underrepresented Groups in the Physical Sciences through Effective Partnerships with Minority-Serving
Institutions.
Journal of Geoscience Education. v.58, n.3, 135-144.
University of Michigan.
Campus Mind Works.
A resource to assist graduate and professional school students with the challenge of managing academic demands. stress, work, courses and personal needs.
Back to top of pageReference lists
WebGURU - Guide for Undergraduate Research.
WebGURU References for Undergraduate Research.
Resource list of practical guides to literature seraches, time management, and other research related activities.
Women in Engineering ProActive Network (WEPAN).
Women in Engineering ProActive Network (WEPAN) Knowledge Center.
Directory of mentoring and networking resources for graduate and undergraduate engineering students.
Women in Science and Engineering Leadership Institute (WISELI). (2009).
References: The benefits and challenges of diversity. WISELI.
