Graduate College

Carlos Castillo-Chavez

Powerful mentoring strategies have been identified for generations and yet the fact remains that their effectiveness is primarily mentor-dependent. Individual mentorship philosophies are not built overnight, or identified from a directory of possibilities, or mass “produced” from a cadre of documented successful faculty role models. Mentoring philosophies are shaped and re-shaped with the assistance of tinkering “tools” aimed at increasing the likelihood that each advisor-advisee pairing, in a world of asymmetric student-mentor complex interactions, is successful.

Cecilia Menjívar

I believe that my mentoring philosophy is simple and straightforward: to impart knowledge to the best of my abilities, to instill a sense of excitement and adventure about learning and discovery, and to create an environment of mutual respect in which students take chances, ask questions, challenge me, and blossom into intellectually curious scholars in their own right. In this light, I see mentoring not as a discrete activity that commences in a student’s early years in graduate school and ends when they graduate.

Pat Lauderdale

My perspective on mentoring reflects the lessons I learned from my home in Comanche County, Oklahoma. I attended a very small school with a group of diverse students, and there were nineteen of us in my graduating class. My best teachers were mentors who emphasized how to learn rather than simply what to learn. That approach was reinforced outside the school by my parents and many of the elders in our village. Despite the fact that only a few of the students would be able to attend college, the mentors challenged us to go far beyond memorization, to think critically, yet kindly.

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