A good mentor:

• Has a willingness to organize and structure the mentoring relationship instead of relying exclusively on the student taking the initiative to schedule appointments and seek consultation
• Allocates sufficient time for the advising relationship and has the availability to meet and interact on a regular basis with students
• Promotes collaboration between faculty and students in research and advising, which includes clear definitions of roles, expectations, and responsibilities
• Is attentive to the importance of good communication in building a strong working relationship with students
• Has an ability to provide constructive feedback in a supportive way that challenges graduate students to improve their skills and strive towards excellence
• Gives appropriate feedback whenever there is a significant concern and provides guidance on the changes that are necessary
• Helps graduate students set realistic goals and holds them accountable
• Displays an appropriate interest in a student’s life without being intrusive and refers students to available campus or community resources whenever this would be helpful
• Is highly competent and provides technical assistance whenever necessary for a graduate student’s skill development or provides necessary resources
• Has an awareness of the professional development needs of graduate students at different stages of their careers
• Is a resource for information on the graduate program, course requirements, qualifying exams, research opportunities, etc.
• Has sensitivity to cross-cultural issues that affect the advising relationship, including race, gender, sexual orientation, disability status as well as an openness to discussing these with the student as necessary
• Is involved in all facets of a student’s professional development, including networking, conference presentations, grant writing, assistance with funding whenever possible, job search strategies, etc.
• Promotes independence and has the ability to see a graduate student’s professional goals and aspirations as valid and legitimate (whether they conform exactly with the hopes and expectations of the adviser or not)
• Understands how to motivate professionals and applies this knowledge to his/her work with graduate students