Being a Mentor

Being a Mentor

As a mentor, you will accompany, encourage, and support an emerging researcher in their transition from doctoral or postdoctoral studies into the academic job market. This period of transition, which is inherently instable, is a source of feelings of anxiety, isolation, and imposterism for many. The fresh perspectives and personal connection that mentorship offers can be a great benefit as mentees navigate the uncertainty of this transition in pursuit of their career goals. 

In addition to their unique perspective and experience, faculty mentors help students in three main areas: psychosocial, networking and instrumental/task-based support (Ballantine and Jolly-Ballantine 2015). For instance, as a mentor you may help your mentee plan their career, devise strategies to face the uncertainty of this transition, and develop professional and interpersonal skills, such as professional communication, how to build meaningful connections with colleagues, and awareness of research funding opportunities. 

In recognition of their valuable participation, all mentors accepted to the program will be made part of the College of Graduate Mentorship and their names and profiles will be published on this website. Furthermore, they will receive a letter of thanks from the Dean of Graduate and Postdoctoral Studies detailing their contributions.

Mentorship vs. Supervision

It is important to distinguish your role as a faculty mentor from that of your mentee's supervisor. While the supervisor’s role includes that of a career mentor, they are also responsible for providing advice and guidance on the mentee's dissertation research project and ensuring their progress through their program. This is something that you as a faculty mentor are not in a position to do. 

Even the best supervisors are not able to meet all their supervisee’s needs, which is why students can benefit from multiple mentors. While supervisors also provide integral support and mentorship to their students regarding their career paths, there may be certain, sensitive topics that your mentees may feel more comfortable discussing with a faculty mentor. As a faculty mentor, you are encouraged to share your own perspectives and experiences which your mentee can learn and grow from. 

Time Committment

The student-faculty mentor pairings are meant to be flexible and easy to manage for everyone involved.

As a mentor, you are expected to: 

• Take part in a short introductory session for mentors, in which you will learn more about effective mentorship techniques.
• Meet with your mentee(s) a minimum of twice per semester. These meetings, which should be about an hour long, can take place virtually or in person according to your own needs and preferences and those of your mentee. Mentors and mentees share the responsibility of maintaining contact and scheduling meetings. 
• You are encouraged to attend the welcome reception (October 2024) and end-of-year celebration (April 2025) to get to know other mentors and mentees. 

Benefits of Being a Mentor

Mentorship brings benefits to both mentors and mentees.

Some benefits of being a mentor include (UBC Engineering Mentoring Program, McMaster Graduate Mentorship Program):

• Further development of teaching, mentorship, leadership, and communication skills
• Personal growth and feeling of achievement 
• Establishing productive cross-disciplinary connections to inspiring early-career researchers
• Expansion of research network at McGill and beyond

To encourage the success of mentorship meetings, Graduate and Postdoctoral Studies will cover the cost of refreshments and food at the Faculty Club for up to four meetings between mentor and mentee pairings ($50/meeting).