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A second component of an effective mentoring model is
placing appropriate responsibility for the process on the
student. This is an element seemingly missing from the
literature on advising and mentoring. Mentoring is
traditionally formulated as something done to the student,
not something the student is an active partner in the
process. Mentoring should be conceptualized as something
where the students have ownership in and play a role.
Mentoring should be seen as a form of pedagogy. One area of
pedagogical with lessons for this type of mentoring is the
active learning literature (see Crookston 1972; Elbe 1988).
The active learning literature provides an important
lesson, students learn best when engaged with the material
instead of just passively listening to a lecture. Put
another way, a student should be “enabled to actively
participate” in the process “as they would in the
classroom” (Ryan 1992, 6).
The final component of an effective mentor model is a
faculty member who is an active engaged role model. Faculty
mentors need to not ask of their students, what they do not
ask of themselves. In short, and put rather bluntly,
faculty members cannot be hypocrites. If a faculty mentor
tells a student the importance of working late, then the
professor should be able to demonstrate the attribute
Convention