Felten: Absolutely, and I think the pandemic has really highlighted the importance of intentional relationship-building and connection. It’s forced us to rethink how we create those opportunities for students to connect with each other and with staff and faculty. And it’s also made us realize how important those connections are for students’ mental well-being.
Another barrier to student relationships and connections is the lack of diversity and inclusion in those relationships. Research shows that students are more likely to form meaningful connections with people who are similar to them in terms of background, experiences, or identities. So, it’s important for colleges and universities to create diverse and inclusive environments where students can connect with people who are different from them.
Inside Higher Ed: How can faculty and staff members be prepared to serve as mentors and support systems for students?
Felten: It’s really important for faculty and staff to understand the role they play in students’ lives and to be intentional about building those relationships. This means taking the time to get to know students, to listen to them, and to provide support and guidance when needed. It also means being aware of their own biases and assumptions and working to create a welcoming and inclusive environment for all students.
Training and professional development can also help faculty and staff members feel more confident in their role as mentors. This might include workshops on active listening, cultural competence, or understanding the needs of first-generation students. It’s about equipping them with the tools and skills they need to effectively support students in their academic and personal growth.
Krechel: I would also add that creating a culture of mentorship and support within an institution is crucial. This means recognizing and valuing the relationships that students form with faculty, staff, and peers, and building structures and programs that support those relationships. It’s about creating a community where mentorship is seen as a shared responsibility and a key part of the student experience.
Inside Higher Ed: Thank you both for sharing your insights on the role of relationships in student success and the importance of mentorship in higher education. It’s clear that creating a relationship-rich environment is essential for supporting students’ well-being and academic success.
This approach of viewing mentoring as a skill set that can be applied to various relationships is key in helping students, faculty, and staff develop meaningful connections. By recognizing the value of relationships and mentors in academic and personal success, individuals can overcome the barriers of isolation and impostor syndrome. Encouraging students to seek out relationships, providing strategies for connecting with mentors, and fostering courage to take that initial step are crucial in creating a supportive and inclusive environment on campus.
By offering a framework like the Mentoring and Meaningful Relationships model, institutions can empower individuals to see themselves as potential mentors and cultivate mentoring skills in all types of relationships. This approach not only benefits students but also staff and faculty, creating a culture of support and collaboration across the campus community.
It’s important for staff and faculty to prioritize self-care and set boundaries in order to be able to effectively support students. It’s also important for institutions to provide resources and support for staff and faculty in their roles as mentors and caregivers. Encouraging a culture of mentorship and support within the institution can help distribute the load and ensure that everyone is working together to create a relationship-rich environment for students. It’s okay to not be able to do it all, and seeking help and support from colleagues and mentors is essential in maintaining your own well-being while still being able to support students effectively.
Felten: In addition to the initiatives Emily mentioned, we also have a program called Mentoring Circles, which are small groups of faculty, staff, and students who come together regularly to discuss topics related to mentoring, teaching, and learning. These circles provide a space for participants to learn from each other, share best practices, and build relationships that can support their professional and personal growth.
Another important aspect of our mentoring efforts at Elon is the emphasis on diversity and inclusion. We recognize that effective mentoring requires an understanding of and respect for the unique backgrounds, experiences, and perspectives of all individuals involved. By fostering a culture of inclusivity and equity in our mentoring programs, we aim to create a supportive and welcoming environment for all members of our community.
Overall, our goal is to create a campus culture where mentoring is seen as a fundamental aspect of our educational mission. We believe that by investing in mentoring relationships, we can enhance the academic and personal development of our students, faculty, and staff, and ultimately contribute to the success and well-being of our entire community.
Inside Higher Ed: It’s clear that mentoring plays a crucial role in fostering success and community on your campus. Thank you both for sharing your insights and experiences with us. It’s inspiring to see the dedication and commitment to mentoring at Elon University.
Felten: Thank you for the opportunity to discuss this important topic. We are excited about the progress we have made so far and look forward to continuing to strengthen our mentoring initiatives in the future.
Krechel: Yes, thank you. Mentoring is truly a transformative practice, and we are grateful for the opportunity to support and empower our community through these meaningful relationships.
Esto es algo que el profesorado utiliza en sus unidades y en sus evaluaciones de promoción y permanencia, por lo que el Consejo Académico trabajó con un subconjunto de nuestro comité para hacer oficialmente la Declaración del Profesor-Investigador-Mentor. Estamos buscando otros lugares donde podamos cambiar la infraestructura, o simplemente cómo llevamos a cabo las cosas, la cultura de nuestro campus.
Después de dos años de trabajo con el Equipo de Diseño de Mentores, escribimos un informe que tenía numerosas recomendaciones, pensando específicamente en cómo podemos cambiar la cultura, cómo crear una infraestructura que pueda sostener este trabajo de mentoría y relaciones significativas. Actualmente, ese informe está en manos de nuestro presidente y nuestro vicerrector, quienes continúan revisando cuál es la viabilidad de esto y por dónde podemos empezar. Están identificando el camino a seguir con ese informe en este momento.
Pero eso no significa que el trabajo se haya detenido. Como dije, el trabajo de mentoría y relaciones significativas ya está aquí. Simplemente creamos un marco para definir eso más claramente, y hay un trabajo de defensa para seguir creando vías adicionales y una capacidad adicional en toda la institución para seguir profundizando en ese trabajo que ya está ocurriendo.
Inside Higher Ed: ¿Qué es algo que esperas con esta próxima evolución de la mentoría en Elon?
Krechel: Un lenguaje compartido. Cuando pienso en mentoría, todos tienen su propia definición de mentoría. Y en la literatura académica hay definiciones de lo que es la mentoría. Nosotros, un pequeño grupo de profesores y personal, hicimos el estudio ACE en el que definieron la mentoría. Sin embargo, diferentes personas no se ven a sí mismas dentro de esas definiciones, por lo que buscamos un marco más amplio que definiera la mentoría y las relaciones significativas con siete relaciones diferentes, donde esperamos que las personas se vean más claramente en el trabajo y cómo encajan en él, para que podamos tener una cultura en toda la institución donde todos sientan que “Esto es parte de mi trabajo. Esto es parte de lo que hago en Elon. Esto es simplemente lo que es Elon”. Es donde todos sienten que pueden cultivar y mejorar un ambiente que está lleno de colegialidad, rico en relaciones intencionales y significativas tanto para los estudiantes como para el profesorado y el personal también.
Felten: Sí, y ayudando a nuestros estudiantes a comprender que tienen agencia en esto, y son absolutamente esenciales para construir ese tipo de relaciones significativas con el profesorado, el personal y los compañeros. Porque a veces los estudiantes no están seguros de qué hacer, no están muy seguros de cómo hacer la universidad. Entonces, ¿cómo les ayudamos a ver que realmente tienen un papel importante en hacer que su educación sea realmente poderosa y realmente conectada de esta manera, pero también con sus compañeros? Y de hecho, pueden ayudarme a mí como profesor a mejorar esta clase al comprometerse más profundamente en todo esto. Y pueden ayudar a Emily a hacer que la orientación sea mejor al contribuir, ya sea como líder de orientación o como estudiante regular.
Creo que cuanto más todos veamos que las conexiones y las relaciones están en el corazón de la educación, más fácil será para todos nosotros hacer ese tipo de conexiones, hacer nuestro trabajo y estar bien mientras lo hacemos.