N. Joseph Cayer
Professor of Public Affairs

Mentoring is a major responsibility of academics in moving their disciplines forward. I also believe the most important aspect of mentoring is the reward of seeing students grow as individuals, academics, and professionals. The role of a mentor is a life-long role that results in sharing in the accomplishments of others. It is rewarding to think that I may have had some influence in students' recognition of how and what they can do to succeed.

Once a student is admitted into a doctoral program, there should be no question that the student has the ability to succeed. What is important to understand is that each student has different strengths and weaknesses and that each requires different kinds of encouragement and support. I believe that success lies in helping students understand standards and expectations and then helping them discover the tools and paths to their own success in meeting those standards and expectations. They have to develop the confidence to know that they can achieve their goals. While many do come to the program with the knowledge and skills to perform well, many lack self-confidence and understanding of the realities of doctoral study. Many are like me who grew up in a family where education was not viewed as a priority. Being the only one of eight siblings who even went to college, I often wondered whether I should have been pursuing doctoral studies. I often felt out of place. It was the support and encouragement of mentors throughout my university education who made it possible for me to complete my studies. As I work with doctoral students, I remember how important mentors were to me. I realize that for each one, it is the first and, usually, the only time they will go through a doctoral program (I actually had one student who completed her second doctorate with me as chair). Thus, it is important to be supportive, patient, and compassionate with all.

Mentoring in a program such as public administration where students pursue different career paths requires special attention to professional development. For those of my students who pursue or continue professional practitioner careers, mentoring focuses on the fact that the doctorate is not just an extension of a professional master's degree. Mentoring involves developing the understanding that the doctorate is a research degree and that research can help them in being better practitioners. Thus, gently aligning their expectations with the expectations of the program provides the opportunity to work closely with them in understanding how good research is important to good practice.

Some of my most rewarding experiences have been with graduates who have let me know that the discipline they developed in research has been among the most important things in their practitioner success. Their understanding of research makes them better consumersof research and reports they receive as managers. They also report that their research and writing experience with me has allowed them to publish articles and books thus being able to influence others.

For those pursuing academic careers, mentorship involves modeling what an effective academic is. Students observe what we do very carefully. Thus, it is important to demonstrate the role of a mentor so that they can become mentors themselves. Clearly, mentoring students through the dissertation process provides them understanding of what good research is and how it can be reportedeffectively. It also is important to help students understand effective teaching, professional development, and effective service to the profession, university, and community. My belief is that modeling these behaviors is the best way to mentor.

I encourage students to participate in academic conferences to disseminate their research and subject it to evaluation by others in the field. We spend time discussing the experience and work on ways to use the feedback to develop manuscripts for publication. We also talk about the etiquette and expectations in submitting manuscripts to journals. With some students, their first publications are the result of my asking them to coauthor something with me. Usually long after they graduate, my role continues as they develop book proposals and manuscripts. As a result, my students have been very successful in getting their work published. Several have won awards for articles and other publications thus providing me the reward of seeing them succeed.

Mentoring is not something I pursue. The reality of mentoring is that it is the result of being there for students. Showing genuine interest in students leads to a natural mentorship relationship. It is important to demonstrate interest in the individual's complete development, not just the development as a researcher. Development as a teacher requires practice and understanding. Thus, I frequently ask students to co-teach a class with me. The experience provides the opportunity to examine what is effective and what needs work. After the co-teaching experience, students go on to teach classes on their own and have been very successful. Two have won the Graduate and Professional Students' Association Teaching Excellence Award. Others have won teaching awards at their institutions after graduating. I also believe that helping students make contacts in the discipline and the community aids them in becoming better academics and I work to facilitate such contact.

I also believe that it is important to model ethical behavior in all that we do. Students see the respect that comes from a reputation for treating others with respect and trying to be ethical in everything they do. Three of my graduates have published extensively on ethics in public affairs and two have well-known books on the topic. To see them win book awards for their work is one of the special rewards of being their mentor.

Perhaps the most rewarding part of mentoring is watching individuals grow. To be a good mentor, one has to help open the doors to discovery. Obviously, discovery of knowledge is what we are about as faculty. However, mentoring also means self-discovery and assisting students in their discovery of knowledge, self, appropriate roles, and tools for advancing knowledge and practice. Thus, mentoring does not mean delivering knowledge. It means opening the mind to possibilities. It means helping students develop the capacity to test themselves and their ideas. While some students are brimming with self-confidence, others are tentative and unsure of the value of their ideas. A good mentor encourages students to examine their own ideas while helping them to develop them.

I believe in positive reinforcement. Thus, in working with students, I try to find something positive to say at the beginning of each conversation. By focusing on a positive point, the student is likely to be less defensive about the critiques and suggestions I have to offer. Then we can discuss the issues with a focus on improving and developing the idea. It also is important to end the conversation on a positive note as well. As a result, even the most difficult news becomes palatable. I believe that I have had much success in working with students others gave up on because I can get them to examine themselves and their work carefully by giving them hope through positive approaches. The reward of seeing someone grow intellectually and as a person is very fulfilling.

The rewards of mentoring are found in the success of those who are mentored. Seeing graduates have success in professional life, teaching, publishing, leading, and life presents its own rewards. I take pride in seeing people I mentored become mentors to others in all aspects of their lives as well. Mentoring leads to the greatest rewards an academic can have.