Mentoring is not simply a nice, good-feeling kind of gesture, but really a social obligation and a moral obligation. It is to pass on to young people necessary skills and understandings, and to learn from them in a dialectical relationship because education is a social process.

—Professor David Brotherton, Sociology, John Jay College

The notion of mentoring is ancient. The original Mentor was described by Homer as the “wise and trusted counselor” whom Odysseus left in charge of his household during his travels. Athena, in the guise of Mentor, became the guardian and teacher of Odysseus’ son Telemachus.

In modern times, the concept of mentoring has found application in virtually every forum of learning. In academics, mentor is often used synonymously with faculty adviser. But mentoring is more. While academic advising is a structured relationship aimed at helping a student navigate a curriculum, mentoring is a personal and professional relationship that develops over time. A mentor is someone who takes a special interest in helping another person develop into a successful professional. According to the sociologist Morris Zelditch, mentors are:

• advisors, people with career experience willing to share their knowledge;
• supporters, people who give emotional and moral encouragement;
• tutors, people who give specific feedback on one’s performance;
• masters, in the sense of employers to whom one is apprenticed;
• sponsors, sources of information about and aid in obtaining opportunities; and
• models, of identity, of the kind of person one should be to be an academic (or a successful professional in any field).

An effective mentoring relationship is characterized by mutual respect, trust, understanding and empathy. Good mentors are able to share life experiences and wisdom, as well as technical expertise. They are good listeners, good observers and good problem-solvers who set aside uninterrupted time for their students. They are approachable and available, and open to a two-way dialogue. They make an effort to know, accept, respect and champion the goals and interests of the student. They stay in touch with their students, and their students stay in touch with them, building a sustained relationship over time. They help students identify the questions they need to be asking; they promote the student’s confidence, self-advocacy and independent thinking. They offer their students constructive criticism as well as praise. They help their students build networks and they look out for opportunities for them. Mentors establish an environment in which the student’s accomplishments are limited only by the extent of his or her talent.

The nature of a mentoring relationship varies with the level and activities of both student and mentor. In general, however, each relationship must be based on a common goal: to advance the educational and personal growth of the student. Effective mentoring need not always require large amounts of time. An experienced, perceptive mentor can provide great help in just a few minutes by making the right suggestion or asking the right question.

Why be a Mentor?

The primary motivation to be a mentor was well understood by Homer: the natural human desire to share knowledge and experience. Some other reasons for being a mentor:

• Achieve satisfaction. For some mentors, having a student succeed and eventually become a friend or colleague is their greatest joy. In fact, an oft-heard quote from faculty is “I have had a terrific experience with this program and consider it one of the highlights of my teaching career to date.”
• Attract good students. The best mentors are able to recruit – and keep – high caliber students who can produce better research, papers and grant proposals. These students can also become your own research assistants on current or future projects.
• Enhance your own professional knowledge. Mentoring can help you keep abreast of new knowledge and techniques in your own field.
• Develop your professional network. In making contacts for students, you strengthen your own contacts and make new ones.
• Extend your contribution. You can gain increased professional stature by sending new scholars into the field. And the results of good mentoring live after you, as former students continue to contribute even after you retire.

Research on graduate students shows those who have mentoring relationships have higher productivity levels, a higher level of involvement with their departments, and greater satisfaction with their programs (Green & Bauer, 1995); CUNY BA believes the same can be true for undergraduates.

Student Robert Riggs (seated) with his faculty mentor, Prof. Ric Curtis, Anthropology, John Jay College, looking on.

Quotes from other CUNY Baccalaureate Faculty Mentors

“When I first began teaching at City College 20 years ago, and started developing the International Studies Program, I was very irked by the CUNY BA program which was seducing my students away from the International Studies Program. There I was, trying to build and promote what I thought was a unique, interdisciplinary program, and there they were, ruining my graduation statistics! So yes, I was a mentor, but a reluctant one at that. But I soon became a convert. I could see the options that my students were given; I could see them becoming creative in articulating their curricular options – and I was envious! So pretty soon I became an advocate and enthusiastic supporter. It was as exciting for me to sit down with my students and help them work out a unique major and curriculum as it was for them. And pretty soon I was a cheerleader for these very special CUNY BA students, even when I was not their mentor.” — Professor Marina Fernando, Sociology/International Studies, City College

“Mentoring in CUNY BA has been an inspiration in other areas of my academic work; it has been a special gift to me. The essence of the CUNY BA design is one that is consistent with democratic principles and the teachings of John Dewey. In a spirit that fosters cooperation between mentor and mentee, students are active participants in their learning experiences.”
—Professor Mary Lefkarites, Community Health Education, Hunter College

“My mentee is extremely gifted and his work outshines that of the vast majority of my students. This semester I agreed to work with him in an independent study, even though this is something I try to avoid because of my heavy course load and the amount of initiative required from a student working on his own with only infrequent conferences. He has more than rewarded my confidence in him, and has produced some of his best work during this period.”
—Professor Andrea Loewenstein, English, Medgar Evers College

“One of the most rewarding aspects of being a mentor is when you are able to learn with your mentee, and my mentee is a student with whom this has been possible. I have been so impressed with her insight, maturity and commitment to the therapeutic milieu that I have encouraged her to apply to a doctoral program in psychology.”
— Professor Lynn Roberts, Urban Public Health, Hunter College

“The CUNY Baccalaureate model provides what so many small, private liberal arts colleges offer: the chance to have a ‘developmental dialogue’ with a professional person who is dedicated to enhancing the undergraduate’s academic and emotional development by actively recognizing and supporting their strengths and talents. When students make informed choices about what they want to study, their academic confidence grows.”
— Professor Judith Kuppersmith, Psychology and Women’s Studies, College of Staten Island

“I was sufficiently impressed with this student’s interest in psychology and her match with my own interests that I agreed to be her mentor, although I had no prior experience as a mentor in CUNY BA and was busy with other commitments. To my surprise, I have not regretted it. My mentee has been an interesting person to get to know and my involvement in CUNY BA has led me to understand and appreciate it more.”
— Professor Rebecca Farmer Huselid, Psychology, Hunter College