- Approach the power dynamic between mentor and mentee by invoking relevant research. Aspects of mentoring line up with aspects of parenting; to say this is not to infantilize students but rather to acknowledge the power difference as well as (often) the generational difference—and to avoid reinventing the wheel. Research shows the benefits of “authoritativeness, which is defined by both high expectations and high attentiveness; offering a safe haven in times of distress; and fostering a secure base to promote exploration.”
- Communicate your confidence in students’ abilities and potential. Again, from the research: “if students think their professors believe that only a few special people have intellectual potential, it can harm their sense of belonging and their performance.”
- Model a growth mindset, and “help mentees embrace failure as growth.” One of the authors, Jay J. Van Bavel, shares his unofficial bio alongside his formal one. Some faculty circulate failure CVs.
(The whole article, from March 2019, is here: “Three research-based lessons to improve your mentoring”)
And these closing remarks from JHU Vice Provost for Integrative Learning and Life Design Farouk Dey: “Try not to ask [students] ‘What do you want to do?’ Instead ask, ‘What has inspired you lately?’ ‘What action can you take to turn that inspiration into reality and how can I help you with that?’”