Faculty and Staff Mentoring Resources
Being a Mentor
We encourage second year DRIVEN scholars to engage in co-curricular involvement that deepens their knowledge of academic and professional fields that interest them. Making connections with faculty and staff members in closely related fields is integral to that experience, and as such, our program facilitates mentoring relationships. The involvement by members of the faculty and staff in students' lives assists and advances the rate of their success in academic life.
As a faculty or staff mentor in our program we expect you to develop a rapport with the students with whom you are paired and serve as a resource about professional and academic opportunities. The DRIVEN Scholars Program sponsors programs during the academic year that we provide for you to attend with your mentee. Additionally, mentors are expected to meet with their mentees informally throughout the semester. Many mentors choose to meet with mentees for lunch, attend on campus events together, and/or work on academic research projects together. The precise expectations of your relationship is something that you will develop with your mentee. We hope that you can become a valued source of advice and encouragement in our students’ lives here at UW-Platteville.
We are providing the supplemental resources on this page to provide more information about theories and strategies related to mentor-mentee relationship building. Click on the blue box on the side to follow each link.
Please click on the resources described below for more information
This resource provides the research related to the positive impact of mentoring on the undergraduate student experience. The file also includes resources for building rapport and strategies for mentor development compiled by the author.
This guidebook, written for graduate student mentoring, is an imperfect but useful resource for our purpose. The themes related to professionalism and collegiality can be largely disregarded. This guide does an exceptional job of suggesting ways to address the experience of being underrepresented on a college campus.
Understanding the youth development model; putting youth development principals to work in mentoring; a mentor's guide to youth development
Understanding Youth Development Theory: This set of resources were written for youths younger than the ones you will be mentoring. Nonetheless, many of the principles of this theory apply to the developmental mentoring of college age adults.
Ideas to use When Mentoring: These activities and conversation topics are most appropriate for youths ages 11-20. Some ideas are for fun and some produce more serious responses. Use your discretion regarding the application of these ideas to ensure appropriate and comfortable boundaries within your mentoring relationship. Read through the list and then try the ones that will work for you.