BERKELEY MENTORSHIP COHORT

PRESENTS

The Art of
Mentorship

A MENTORING RESOURCE GUIDE

 BMC
TABLE OF CONTENTS

4
PURPOSE IN PROLOGUE
An acknowledgement of the
mentors and mentees taking
part in the program, and its
purpose.

5
BERKELEY MENTORSHIP
COHORT
An introduction into the
detailed mission of the
program.

8
BMC PILLARS OF SUCCESS
A comprehensive formula
designed to enhance the
participation and retention of
students in the College of
Engineering.

11
MENTOR ROLES &
RESPONSIBILITIES
A list of expectations for
mentors.

12
MENTEE ROLES &
RESPONSIBILITIES
A list of expectations for
mentees.

13
BMC MENTOR MEETING
TIMELINE
An outline of suggested meeting
times for the Fall and Spring
semester.
1
 BMC
TABLE OF CONTENTS

15
MENTOR MEETING
PROMPTS
Conversation topics and open-
ended questions designed to
generate connection.

15
ACADEMIC SUCCESS

16
COMMUNITY
ENGAGEMENT

17
PROFESSIONAL
DEVELOPMENT

18
HOLISTIC WELLNESS

19
IDENTITY EXPLORATION

20
75 THINGS TO TRY AT
HOME
A list of effective development
ideas to improve mentor-
mentee edification.

36
KEY MENTORING
CONCEPTS
A detailed outline of effective
pedagogy for mentor reflexivity
and mentee cultivation.
 BMC
TABLE OF CONTENTS

39
SIGNIFICANT MENTORING
PRACTICES

44
PRIMARY METHODS OF
SUPPORT

46
WAYS MENTORSHIP CAN
FAIL

48
ESSENTIAL MINDSETS

51
EPILOGUE
Review the tenets and purpose
of the Mentorship Resource
Guide.

52
MEET THE DIRECTOR
A short introduction into the
founding director of the BMC,
Claire-Marie Kooi.
 This resource was designed by Matthew
Nelson, under the leadership of Dr. Fatima
Alleyne and Claire-Marie Kooi.

Purpose in
Prologue
Thank you for taking part in the Berkeley
Mentorship Cohort (BMC). We are excited to
have you, in-person or remote, dedicating
yourself to the advancement of students
within the College of Engineering. This
handbook presents a series of mentoring
practices designed to enhance pedagogical
reflexivity & relationship building. Beyond
mentor development, mentees are
encouraged to use this book as a guide to
acclimate to the campus environment and
Berkeley community as a whole.
 Berkeley Mentorship

Cohort

1
 The Berkeley Mentorship Cohort
(BMC) aims to cultivate an
inclusive academic community
for diverse groups of engineering
scholars at Cal. In efforts to
bolster retention and a sense of
belonging for members of the
Berkeley Engineering community,
the BMC establishes a precedent
of comprehensive peer, faculty,
and alumni mentorship.
The program partners
students with effective
mentors, then equips all
parties with comprehensive
digital libraries of campus
resources, literature reviews
on effective mentoring
practices, and platforms to
share the wisdom of the
Berkeley community.

Serving scholars at every

stage of their academic
careers, the BMC aims to
create a pipeline of support
using a sustainable and
proactive mentoring method
that enhances a student’s
holistic wellness.
 PROGRAM MISSION

To educate leaders by providing all students with

the opportunity to partner with a mentor to
develop a positive relationship to engage with and
learn from each other.

To use the power of mentorship to serve the many

growth opportunities present within a diverse
group of future engineering leaders.

To unite the wisdom and experience of our

community, bringing together alumni, faculty, staff,
and students.

To advance the importance and practice of

mentorship by recognizing Berkeley mentors who
foster positive mentoring leadership.

1
 BMC

Pillars of Success

Individualized
Mentoring

Mentors and mentees are expected to meet each month

throughout the academic year. Meetings should
incorporate activities, updates, questions and
conversations, all to:

(1) Grant mentees the opportunity to seek counsel and

share aspects of their growth

(2) Allow mentors to have a consistent and thorough

understanding of where mentees are struggling, or
excelling, and how to support them further.
 BMC

Pillars of Success

Peer Group Mentoring

Mentors and mentee pairs will occasionally connect with
one another in small groups (a.k.a. PODS) throughout the
academic year. Here, pairs are expected to communicate
questions, comments, challenges, and successes to the
general cohort in efforts to develop their community and
receive specific aid in areas where Individualized
Mentoring may not be sufficient.
 BMC

Pillars of Success

Staff Support and Training

Staff members of the BMC Program and its partners are

dedicated to the retention of all BMC participants. During
the cohort, mentors and mentees will be involved in
training procedures that equip them with tools for
effective communication, academic excellence and
professional development.
 Mentor Roles &

Responsibilities

Providing clear background on their motives, expectations

and skillsets for the mentee.
Asking open-ended questions that motivates mentees to
think critically about issues, goals, etc.
Presenting options, alternative routes and actionable steps for
mentees when it comes to reaching their goals
Understanding the difference between dictating and advising,
and habitually applying the latter.
Sharing their narratives and expertise as a stepping-off point
for mentees as they navigate new situations.
Providing encouragement and constructive feedback.
Functioning as the epicenter for network connections,
community integration, as well as personal and professional
opportunities.
Making themselves available, frequently checking in and
taking a genuine interest in their mentees (e.g. asking
questions beyond the realm of academia, etc.)
Fostering independence and self-sufficiency in their mentees.
Mentees should "know how to fish" at the conclusion of the
program.
 Mentee Roles &

Responsibilities

Assessing academic/professional strengths, learning and

developmental needs, values and short and long-term
career goals.
Creating actionable steps to complete mentoring, academic
& professional goals in a timely manner.
Proactively communicating personal or professional issues
with mentors. Effective communication is paramount.
Providing detailed and substantive feedback to their mentor.
Taking initiative in scheduling regular mentor meetings and
actively participating in the relationship.
Being an empty cup.
Owning mistakes with grace and asking for advice.
Taking advantages of opportunities and networks presented
by the mentor.
Speaking up when they aren't on the same page with their
mentor.
Respecting authority of mentor and their position.
Reciprocating effort in the relationship. It takes two.
 BMC Mentor

Meeting Timeline

During the school year, each pair of mentor and mentee are
expected to meet a minimum of five times. These meetings
will give both parties a chance to discuss significant
updates in multiple areas of each other's lives(e.g.
academic success, professional development, holistic
wellness, identity exploration, etc.). This is a time carved out
for connection.
 BMC TIMELINE

Mentor-Mentee Meetings

2 SEPTEMBER 17TH
MEETING #1 (FRIDAY)

JANUARY 28TH

0 OCTOBER 8TH
MEETING #1 (FRIDAY)

MEETING #2 (FRIDAY)

2 FEBRUARY 18TH
MEETING #2 (FRIDAY)

1 OCTOBER 29TH
MEETING #3 (FRIDAY)

MARCH 11TH
MEETING #3 (FRIDAY) 2
NOVEMBER 19TH
MEETING #4 (FRIDAY)

APRIL 8TH
0
DECEMBER 10TH
MEETING #4 (FRIDAY)
2
MEETING #5 (FRIDAY)
MAY 6TH
MEETING #5 (FRIDAY) 2
 MEETING #1

Academic Success

SEPTEMBER 17TH, 2021

Set up a study plan with
your mentee. Have your
mentee come to the JANUARY 28TH, 2022
meeting with all Help them plan out their
deadlines/exam dates schedules before Phase
for the next month (or I enrollment. What are
full semester). the best courses (or
professors) to take?
Outline study blocks This is a good time to
separate from class time make sure they meet
and homework time to with their ESS advisor
improve subject and/or their department
retention. It may help to advisor.
create Zoom meetings to
join them during study
hours and them
accountable

Make sure that they

know about all the
academic support
services that ESS has to
offer!

These prompts are recommended discussion topics/action items meant

to generate actionable steps for mentee development. Use them (in any
order) as a starting point, then continue the conversation.
 MEETING #2

Professional Development

OCTOBER 8TH, 2021

In order to become
competitive for
internships, mentees will FEBRUARY 18TH, 2022
need to develop Are they interested in
themselves professionally. research?

1. Go over their LinkedIn 1. Talk about how to get

profile and provide involved in research.
input. What is research?
a. LinkedIn profile Develop a plan.
checklist a. REUFinder
b. Tip sheet b. URAP
2. Develop or revise their c. McNair Scholars
resume, cover letter, or Program
portfolio. d. Firebaugh Scholars
e. CalNerds
Teach them about
informational interviewing. Help them narrow down
Refer to their goals and available projects of
help them come up with a interest and discuss
list of people they should time commitments, time
reach out to on or off managements and
campus. overexertion.

These prompts are recommended discussion topics/action items meant

to generate actionable steps for mentee development. Use them (in any
order) as a starting point, then continue the conversation.
 MEETING #3

Community Engagement

OCTOBER 29TH, 2021

By now you should know
a bit about your
mentor/mentee. How is
their living situation?
Have they connected
with their roommates?
Floormates? Generate a
conversation about what
colors them unique? Who
are they beyond
academia? What are
their interests?
Using the supplementary
resource catalog, and
your general knowledge
of campus community
spaces, work with your
mentee to identify
organizations that may
interest them. Sports?
Robotics? Theater?
MARCH 11TH, 2022
Realize that as a
mentor/mentee pairing,
you should also function
as a source of community
for one another. It is
imperative for you to get
to know each other.
Grab boba, catch a movie,
study together. See what
you can learn about each
other and why you each
came to Berkeley.
Mentors, are there any
communities/clubs you are
apart of that your mentee
would benefit from? What
are your favorite things to
do in the Bay Area?

These prompts are recommended discussion topics/action items meant

to generate actionable steps for mentee development. Use them (in any
order) as a starting point, then continue the conversation.
 MEETING #4

Holistic Wellness

NOVEMBER 19TH, 2021

1. Share challenges with
each other. This is a APRIL 8TH, 2022
tough time for many One of the first elements to
students, including go is self-care. How is your
mentors. It’s nice to mentee's sleep schedule?
know that you’re not Are they eating frequently
alone. each day? Do they have
a. There are 3 consistent access to food?
psychologists in the Are they showering
college. frequently?
2. Talk about ways that you
de-stress. Come up with Try taking a walk or doing
a self care plan a face mask together while
together. you catch up. It may help
3. Sometimes destress can put your minds at ease
be confronting the while you plan steps to
issues at hand take better care of
a. Maybe revise their yourselves and each other.
academic/study plan?
b. Mentors, share Overindulgence in self-
trials/experiences care can be the problem at
regarding their own times. Is your mentee
wellness and how they avoiding or procrastinating
managed it. completing work. Why?

These prompts are recommended discussion topics/action items meant

to generate actionable steps for mentee development. Use them (in any
order) as a starting point, then continue the conversation.
 MEETING #5

Reflection

DECEMBER 10TH, 2021

It's important to celebrate
growth. Reminisce on the MAY 6TH, 2022
semester; what were the
Reflect on the past year
major challenges? What
using your SMART goals as
did you learn about
a guide. What are you
yourself in those
most proud of? What are
circumstances?
some areas for
improvement?
What are you most proud
of this semester? Why does
How would you have
that experience stand out
described yourself at the
to you?
beginning of this semester
in regards to your outlook
What impact do you want
on school, community and
to make?
goals? What do you think
a. Industry, Clubs,
of yourself now?
Internships, Research,
etc.
How can you incorporate
into your life the lessons
Is/were there any
you've learned?
distinction between the
values you presented or
claimed, versus the values
you practiced? If so, why?
These prompts are recommended discussion topics/action items meant
to generate actionable steps for mentee development. Use them (in any
order) as a starting point, then continue the conversation.
 3
12 6 9
4
8

75 Things to
Try At Home

Straight from the source of Dr. Linda Phillips-Jones'

scholarly project, "75 Things to Do with Your Mentee:
Practical and Effective Development Ideas You Can Try",
comes a plethora of task-oriented challenges to
encourage practical application of this guide's
pedagogical methodologies.
Learn it. Live it. Love it.
 1
Teach your mentees
how to get the most
2
Spend time getting
to know each other
from you: what
expertise you
75 Things to Try and building the
relationship before
actually have, why formally tackling
you’re mentoring At Home the mentees’
them, the objectives.
boundaries you
want to set, your pet
peeves, and your
typical styles of
communicating and
thinking.

3 4 5
Negotiate and come
to agreement with
your mentees on
your expectations:
how you’ll work
together during the
formal relationship,
where and how often
you’ll meet, the
length of the
relationship,
confidentiality, and
other items.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
Urge your mentees
to be career self-
reliant, taking
responsibility for
their own
development rather
than waiting for you
or others to develop
them. Suggest they
read (and discuss
with you) Cliff
Hakim’s excellent
book, We Are All
Self-Employed.
Have “mentoring
sessions” or
meetings every
month. These can
be as short as 15
minutes and as long
as a couple of hours,
often including
lunch. Schedule
these official times
on your calendars.
 6
Do some of your
mentoring by
7
At the beginning of
your mentoring
telephone. These
meetings will usually 75 Things to Try sessions, enjoy
some small talk
be shorter than in- and ask mentees to
person sessions and At Home give you an update
yet will still need on their lives,
structure. Help your projects, and
mentees manage objectives.
these meeting by
arranging times,
proposing agendas,
and summarizing
follow-up actions.

8 9 10
Offer to tell your
academic or career
story in some detail.
How did you start
Help your mentees
clarify their personal
Go to lunch or coffee
throughout your
your academic visions—what they relationship, and
journey or career? would like to talk about non-work
What changes did be/do/own/influence/ topics: family,
you make along the be with/ be hobbies, upcoming
way? Include high remembered for in the vacations, news
and low points and next one to five years. events, movies, etc.
how these learning
experiences helped
you.

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 11
Ask them to describe
the tentative goals.
12
Ask your mentees
to “triangulate”
Avoid discouraging data about their
responses. Maintain a
75 Things to Try strengths and their
neutral (or positive) weaknesses (better
tone/body language. At Home called growth
Ask, “If you had x, what areas). Skill data
would that bring you?” can include
Help them take some comments on past
steps down their dream performance
paths and come to their reviews,
own conclusions. introspection,
grades, etc.

13 14 15
Suggest that your
mentees choose one
to three objectives,
preferably skills, to
work on with you:
one of their strengths
(to leverage or build
upon) and one or
two of their
development/growth
areas.
Compare the
benefits and costs of
Introduce them to at
least two people
mentees’ goals who could be helpful
based on their to them. Give them
values and own past tips on what to do
performance (rather and what to avoid.
than goals that
compare mentees
with others’ values,
performance, and
achievements).

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 16
Help them set up a
small team to which
they’ll hold
themselves
accountable for their
development. This
“personal board of
directors” might
meet as a group or
simply offer one-on-
one support.
17
Invite them to
some of your key
meetings. These
might include your
75 Things to Try staff meetings, club
meetings, research
At Home group meetings, or
other
nonconfidential
meetings. Prepare
mentees
beforehand, and
debrief afterwards.

18 19 20
Conduct “Windshield
University.” Have
fruitful discussions
(mentoring
sessions) driving in
your car to and from
meetings and other
events.
Return your
mentees’ phone
Send them
potentially useful
calls and e-mails articles.
within 24 hours
whenever possible,
even to say “I got
your message and
will get back to you.”

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 21
Critique their
resumes. Provide
22
Offer to edit a letter,
proposal, or other
specific suggestions document they
and examples for any
75 Things to Try write.
changes you
recommend. At Home

23 24 25
Suggest a
presentation they
Show your mentees
how to pull learning
Let them listen in on
appropriate
could make to a from people and conference calls
group. situations they with peers,
experience, even customers or
those that seem, on colleagues. Be
the surface, certain your callers
irrelevant to them. A agree.
crucial skill when it
comes to personal
growth is creating a
learning
environment
wherever you are.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 26
Go with them to
events (e.g.,
27
Be a “shadow
consultant” on
conferences, cultural parts of projects
events) important to 75 Things to Try they’re doing. As
them. you discuss their
At Home steps, decisions,
strategies, and
feelings, you’ll have
live data on their
knowledge,
abilities, and
attitudes.

28 29 30
Suggest a safe non-
job, community
Read about your
mentees’
Give them one-on-
one sincere,
setting to develop backgrounds (e.g., frequent, specific
your mentees’ skills. women’s issues, praise. State at least
Ideas include joining history of their race four praises for
Toastmasters or or culture). every correction you
leading a youth offer. Create an
project. inclusive
environment that
says: “I believe in
you and know you’re
very able.”

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 31
Ask mentees to take
the lead on your
32
Send mentees a
card on their
mentoring sessions: birthdays or other
propose an agenda,
75 Things to Try milestones. Write
keep the meeting an inspiring note;
moving, summarize At Home perhaps include a
agreements, etc. quote from
someone or a book
you value.

33 34 35
Think of your mentoring
sessions as “mini-
*Co-author articles
with your mentees.
Ask their advice
about a project or
laboratories.” Observe Give them at least problem on which
your mentees. Are they “junior author” you’re working.
late to your sessions or status.
always saying “Yes,
but...” They’re probably
also doing this with
others, thus sabotaging
their success. Note how
they talk and act. Give
mentees honest
feedback on how they
present themselves. *If applicable.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 36
Tell how you used
your mentees’
advice in solving
your problem or in
completing your
project.
37
Explain some of the
“unwritten rules”
you’ve learned in
certain areas. Always
75 Things to Try leave a job or group
on good terms; you
At Home may work for those
people again. Learn
what the ‘open door
policy’ really means
to your manager.
Always give public
credit to the team;
you didn’t do it alone.

38 39 40
Teach your mentees,
step-by-step, a
process (e.g., getting
a group’s buy-in on
an idea) that you
know very well.
Write at least one
encouraging note or
Have your mentees
teach you
e-mail to each something.
mentee during your
partnerships. Include
at least three well-
thought-out
sentences.

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 41
Inspire your mentees
by having them
42
Help them
research, then write
observe you (or up or draw a chart
someone else) doing
75 Things to Try of several career
something paths they might
challenging and At Home take within your
difficult. organization (or
elsewhere).

43 44 45
Suggest that they
interview at least five
Ask mentees to give
you specific
Observe them giving
presentations. Get
individuals happy feedback—positive permission to give
with particular and corrective—on them feedback—
career decisions and something you privately.
five who have had wrote or on an
second thoughts. Ask action you took.
them to present the
findings to you and
perhaps the other
mentees.

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 46
If you can’t attend
your mentees’
47
Read a book or
article they
presentations, ask recommend, and
them to videotape 75 Things to Try offer to compare your
themselves and let reactions with theirs.
you see and critique At Home
the tapes.

48 49 50
Loan mentees helpful
books and other
Help your mentees
feel valued and
Practice upcoming
situations they face. In
materials. respected by you by your role-plays: the first
asking frequent time, play your mentees’
questions about roles, modeling
their views, activities, approaches they could
and backgrounds. take. Next, act out their
opponents’ parts in a
supportive way. Finally,
play the opponent in
challenging ways to
improve your mentee's
self confidence in
difficult situations.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 51
Occasionally call
unexpectedly, just to
check in. Simply
doing this can make
75 Things to Try
your mentee feel
important and
valuable.
53 54 55
Have your mentees
shadow or observe
you as you work.
Make it impactful
through “structured
shadowing.” Prepare
them beforehand, do
the activity, and
debrief afterward.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
At Home
Refuse all calls and
other interruptions
during your
mentoring sessions.
Let your mentees
know that they take
precedent over such
intrusions.
52
Link up with other
mentor-mentee
pairs for lunch or
another activity.
Notice how your
mentees interact in
these social
situations and later
discuss your
observations with
them.
Provide visibility for
your mentees. Let
them be seen with
you at meetings, or
have them make
presentations to
your group.
 56
Make “process
comments” during
your interactions.
57
With your mentees,
team-teach a
Don’t assume they concept or process to
understand all they
75 Things to Try a gathering of other
experience with you. mentors and
(e.g. “I just put my At Home mentees.
phone on ‘call
forward.’; “Notice in
this draft memo that I
started with what I’d
like from the person,
followed by the
reasons why.”).

58 59 60
Have your mentees
complete specific
tasks on your
projects. Be certain
these tasks build the
mentees’ skills and
are in keeping with
their objectives.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
Help your mentees
learn how to
Introduce them to more
formal tests and other
informally measure measures of abilities,
their “baseline” (1 out interests, values, and
of 10) and progress personality
on acquisition of characteristics. Help
knowledge or skills, or them find places to take
attitude changes. such instruments.
Although the
numbers are
subjective, they’ll give
you and your
mentees a relative
measure of progress.
 61
With permission from
your mentees, praise
62
Help your mentees
identify potential
them to and in front career or academic
of others.
75 Things to Try risks they’ll face in
the next few
At Home months (e.g., risks
related to
deadlines, quality,
communication,
and ethics).
Together, plan
ways to minimize
them.

63 64 65
Laugh together,
often. Exchange
On rare occasions, if
asked, intervene as
Study how they
conceptualize issues
jokes and cartoons, an advocate for your and problems. Have
and relate funny mentees with people them explain how
stories about and situations that they made decisions
yourselves. are very difficult for and what they
them. considered along
the way, then note
any patterns and
inconsistencies that
need work. Ask
thought-provoking,
open-ended
questions as well.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 66
Check with your
mentees from time
67
If your mentees
agree, have lunch or
to time on the coffee with them and
quality of your 75 Things to Try their managers (or
mentoring professors/GSIs).
relationships. Ask if At Home
you’re interacting
often enough, their
views of the help
you’re providing,
and how things
could be improved.

68 69 70
If appropriate, ask to
meet key members
of your mentees’
families so you can
gain a deeper
appreciation for their
history and
situations.
Send your mentees
to represent you at
Help your mentees
identify classes and
meetings. Prepare workshops to take.
them well for the task,
including how to
introduce themselves,
what they’re
authorized to do/not
do, and what notes to
take.

PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 71
Take a course or
workshop with them.
72
Do volunteer work
together. Serve on
The course can span a committee or
any field or activity,
75 Things to Try provide physical
just something that labor for causes
can be shared At Home that you and your
between mentee and mentees support.
mentor that can
garner connection
and personal
edification.

73 74 75
Prepare in advance
for D-Day (Departure
Have an official
“ending” of your
Join other mentors to
plan a closure
Day). As it nears, ask, formal mentoring celebration for
“What do we still relationships. If mentees who
need to accomplish you’re on your own successfully complete
before we end our (or there’s no formal their mentoring
formal partnership?” program event), relationships. Have
“How do we want our invite your mentee some participants
relationship to be to a final get- share what their
(extended formal, together or a closing involvement has
informal, friendship, phone call. meant to them.
other) after our Consider giving
official close?”. certificates or other
mementos.
PHILLIPS-JONES, LINDA. 75 THINGS TO DO WITH YOUR MENTEE: PRACTICAL AND EFFECTIVE DEVELOPMENT IDEAS YOU CAN TRY. 2003,
MY.LERNER.UDEL.EDU/WP-CONTENT/UPLOADS/75-THINGS-TO-DO-WITH-YOUR-MENTEES.PDF.
 Key Mentoring

Concepts

A resource of the Power and Partnership module of the

EMPOWER certificate program, led by Dr. Fatima Alleyne
 Reminder

Mentorship, and its effectiveness, are intimately linked with

cultivating connections with the people being mentored.
Mentees aren’t a monolith. You cannot copy & paste your
approach between them.
 PREFACE
The following summary is an abridged summary of the
complete Literature Review brought to you by the
EMPOWER Program. To review the expanded version,
see Berkeley Mentorship Cohort: Literature Review.

The Key Concepts mentioned are a synthesis of the most

fundamental and necessary elements of mentoring that
should be retained and exercised throughout the
program. Our goal is to help mentors enter into their
relationships with confidence via dynamic situational
navigation tools and an understanding of the actions
they're expected to conduct.

All mentors and mentees are encouraged to read the

following work, not only with the goal of pedagogical
reflexivity in mind, with intent to *apply* it in their
mentor/mentee relationships. Allow the embrace of the
text to enhance the way in which you embrace one
another.

-Matthew Nelson
 Significant Mentor Practices

Make Known & Establish a Whole-Hearted Investment

in Your Mentee
If you do not have the capacity to develop a strong relationship
with your mentee, the estrangement that follows may deteriorate
their sense of belonging & direction. If you’d like to mentor, it’s
imperative that you are present and take interest in your mentee's
wellbeing.

Establish Clear Lines of Communication and Availability

It's necessary to meet frequently at first to build rapport, trust and

familiarity with each other's communication styles. More so,
intentionally push back against the notion that having a mentor
could be perceived as a sign that the mentee isn't confident or
competent enough to be strong professionals or independent.

Design Learning Objectives and Action Plans

Inquire about goals, academic schedules and extracurricular
objectives early on. Mentors should be organized and tactical
about the potential frameworks they apply for mentee
development in a way that centers the needs of all parties
involved.
 Significant Mentor Practices

Expand the Relationship Beyond Academia

1. Trust can be built when mentees see that you take an

interest in who they are, in addition to what they can produce.

2. This can most easily occur when mentors share more about
who they are, humanizing the dynamic and orienting the
narrative around two (or more) people who are mutually
conducive to one another’s goals, versus one person solely
learning (leeching) off another.

3. Share failures & insecurities as well as avenues for success.

 Significant Mentor Practices

Expand the Relationship Beyond Academia

4. More diverse networks provide individuals with a less

redundant/broader range of information and knowledge to
pull from.

5. Feelings of isolation are common among students,

especially those coming from underrepresented (UR)
backgrounds (race, gender, sex). Try to connect with
mentee's on their sense of identity, areas of desired growth
and community engagement.

a. Who are you? Interests? Hobbies? Family? Favorite

Food? Pronouns?
 Significant Mentor Practices

Expand the Relationship Beyond Academia

6. Get to know who they are and allow them to prescribe to you
what their needs may be.

a. Design an action plan that is oriented around agreed upon

goals in the realms of community, academia, career, etc.

b. Use your knowledge of community

resources/groups/organizations (at the student level) to
deepen their entrenchment within the institution and the
surrounding area.

7. Advocate

a. The development of your mentee doesn’t end with

mentorship. Effective mentors should also function as
sponsors: advocating for someone in the same organization —
talking to other senior leaders, peers and colleagues and
making room for their protégé to advance in the organization.
 Significant Mentor Practices

Expand the Relationship Beyond Academia

b. There are real and crippling financial stresses when

attending a collegiate institution. It’s imperative mentors are
conscious of the financial contract they & their mentee(s) have
and, if possible, share experiences, alternative solutions and
resources.

8. Integrate them within established peer groups, if possible.

 Primary Methods of Support for:

Peer Mentors

1. Critical friends: A diverse group of leaders whose input and

feedback is situated around the critical inquiry and reformation of
pedagogy in question. Typically members who are also integrated
in the peer mentoring community searching for an avenue to
advance pedagogy in mentoring.

a. To extrapolate, peer mentors should not embark on

mentoring in a vacuum. Connect with others who are also
committed to developing mentees and work with them to (1)
accelerate their own methodology and approaches (2) build a
community of peers who understand and support the success
of their endeavors.

2. Reflexive Observation

a. Establish a precedent of mentoring in the company of critical

friends. This will help generate a feedback-oriented
community where pedagogy can be observed, reviewed and
revised.
 Primary Methods of Support for:

Protégé

1. Peer mentorship is imperative for proteges to guide recent

admits on a fast track to acclimatization.

2. Make sure to check in with other mentees who share the same
mentor, who are in the same field and/or different ones to get an
understanding of (1) the university (2) the present peer community
within the department (3) do’s and don'ts of research (learning)
methodology.

a. This is not only helpful at face value, but directly correlates

with feelings of self-efficacy and belonging within the
institution.
 Ways Mentorship Can Fail

1. Lack of communication and availability-- being “hands

off” as a mentor or not discussing needs/objectives as a
mentee.

2. Dismissive behavior/demeanor that belittles the

intellectual contribution of mentees.

3. Culturally myopic and dismissive in regards to

mentor/mentee’s identity and background.
 Ways Mentorship Can Fail

4. Refusal to integrate mentor/mentees within their

respective established networks.

5. Overwhelmed/Isolated faculty who do not

communicate their needs to peers & mentees.

6. No established community of critical friends to assist

in the progression of faculty mentoring relationship(s).

It is the responsibility of both the mentor and mentee to invest in

the relationship via effective communication. Neither should be
tasked with the sole responsibility of progressing the relationship,
and both should have trusted peers whose feedback and
experience they respect.
 Essential Mindsets

1. Mentorship is an iterative process.

2. As long as those involved are committed to revising and

re-revising their approach to developing other human
beings, there’s no limit to what can be learned and applied.

3. Mentors do not have all the answers and their advice

should never be seen as 100% prescriptive.

4. Mentees are students, not infants. They should not be

treated as though they are incompetent nor should any
mentor allow their mentee to adopt a style of unhealthy
dependency.

5. Mentorship is an individual process and its approach

should be tailored to each mentee and their needs.
 Essential Mindsets

6. What works for one mentee may not work for another.
Connect with mentees as people first and gauge the most
effective approaches for communication, activities, teaching,
etc.

7. This requires (1) cultural competency & (2) cultural

humility:

a. cultural competency: the will and actions to build

understanding between people; to be respectful and open
to different cultural perspectives, strengthen cultural
security and work towards equality in opportunity.

b. cultural humility: a lifelong process of self-reflection

and self-critique whereby the individual not only learns
about another's culture, but starts with an examination of
her/his own beliefs and cultural identities.
 Essential Mindsets

8. Mentees/Mentors are not alone:

a. All parties involved in mentorship should be integrated

within a community of people who are in similar dynamics
and experience a variety of effective and ineffective
results. This may improve approaches & tactics.

9. Listen & use other’s experiences to inform and improve on

their own relationships.

10. The squeaky wheel gets the oil:

a. It is imperative to establish consistent and dependable

communication from the get-go (e.g. weekly, biweekly,
monthly, in person, via email, etc.).

b. As issues arise, disclose them as necessary. Don’t leave

mentors/mentees in the dark.

11. Ask questions about learning/mentoring styles to gauge

where each person is starting from vs. where they each want
to be with respect to one another.
 EPILOGUE

Although the preceding summary was meant to prescribe

definitive mentoring pedagogy for both peer and staff
mentors, let it be stated that mentoring is not an exact
science. It is best to approach each relationship with fresh
eyes, checked bias, and an open mind.

Communication is the cornerstone of a successful

mentoring dynamic, so do not lose touch for too long. We
are here to help one another, but it becomes difficult to do
so if we aren't informed about the problems.

Make efforts to have fun with your mentee/mentor.

Establish yourselves as whole people in one another's eyes.
The closer you are to someone, the easier it becomes to
lend a hand.

-Matthew Nelson
 Founding Director,

Claire-Marie Kooi

Claire-Marie Kooi is an active champion of

academic equity. She has pursued opportunities to
advocate for and work with students in all STEM
disciplines. In her current role as a program manager in
UC Berkeley’s College of Engineering, Claire oversees
programs such as the Berkeley Mentorship Cohort,
which aims to increase the success and retention of
engineering students through substantive peer, staff &
faculty mentorship.

For any questions, please contact:

Claire-Marie Kooi
Student Engagement Programs Manager
Engineering Student Services
clairemariekooi@berkeley.edu
 BERKELEY MENTORSHIP COHORT
PRESENTS

The Art of
Mentorship

A MENTORING RESOURCE GUIDE