Role of Faculty Mentoring in Education

One of the most powerful forces in higher education rarely appears in rankings or headlines: faculty mentorship of students. Long after a course ends, it is often a conversation during office hours, guidance on a research project, or encouragement at a pivotal moment that changes a student’s direction. It could be a professor who asks the right question, or an advisor who recognizes potential before a student sees it in themselves, or a mentor who makes time when it matters most. These relationships do more than transmit knowledge. They shape how students learn to think, how they navigate ambiguity, and how they persist through intellectual challenge. They model what it means to pursue ideas with rigor, curiosity, and integrity. And, over time, they help students discover not only what they want to do, but who they want to become. At institutions like Emory University, mentorship is foundational to the student educational experience. It connects rigorous scholarship with personal growth and turns abstract learning into something deeply meaningful. It reminds us that education is, at its core, a human endeavor, built on presence, attention, and trust. As the academic year continues, I am deeply grateful to the faculty who invest their time, care, and wisdom in students every day. Your impact is profound and lasting, even when it is quiet.

After 30 years of leading teams and learning from mentors, I’ve realized this. AI may be the greatest assistant education has ever had. But the role of a teacher as guide, mentor, and character-shaper is irreplaceable. Today, students turn to AI before raising a hand. Young professionals check with AI before asking a mentor. It makes me wonder → is technology quietly taking over the role of teachers? Learning is a combination of hard skills and life skills. AI can help develop the brain but a teacher can help mould your personality. AI can explain concepts with infinite patience. It can personalize learning. It can even be available at midnight when no one else is. But here’s what AI cannot do: ✓ Give courage when failure feels permanent ✓ Put a hand on your shoulders and say "𝘐'𝘮 𝘩𝘦𝘳𝘦 𝘧𝘰𝘳 𝘺𝘰𝘶." ✓ Teach humility when success comes too soon ✓ Show empathy in the silence when words aren’t enough Teachers, in classrooms and far beyond them, shape more than knowledge. They shape who we become. On this Teachers’ Day, I pause with gratitude for those who taught me: ✓ how to succeed without arrogance, ✓ lead with empathy, ✓ and live with purpose. Who has been a teacher in your life, beyond the classroom? PS: Some lessons come from teachers with chalk and blackboards.

Poor mentorship isn't a faculty problem. It's a training problem. I've seen brilliant scholars struggle under poor mentorship. I've also seen brilliant scholars struggle to mentor well—not from lack of care, but lack of training. Here's what we get wrong: we treat advising as something faculty absorb by osmosis—you had an advisor, so now you know how to advise. But mentorship is a learned skill, just like teaching, just like research. If you admit PhD students, you're responsible for supporting them—through coursework, exams, dissertation, job search, all of it. That's the commitment. But we don't train faculty to do this work. What's more—we don't reward faculty who do it well. And the system is set up such that we end up punishing faculty who invest time in advising instead of research—articles, books, grants are visible and rewarded outcomes; thriving grad students, much less so. The result? Inconsistent mentorship that leaves students vulnerable to poor guidance or outright neglect. Not because faculty don't care—because they were never taught how. Reimagining the PhD means supporting faculty who do this essential work. That entails: - Professional development on mentorship (not just "figure it out"); - Structures of accountability (clear expectations, not just goodwill); - Tenure and promotion systems that reward advising, not punish it; and - Recognition that mentorship—PhD and undergraduate—is intellectual labor. Faculty spend unpaid summers advising grads (and often undergrads, too) on research. They guide PhD students through years of training. This isn't service—it's core academic work. It sustains knowledge production, builds the future of universities, and enriches the communities in which they are embedded. We should treat advising that way. If we're serious about graduate education reform, we need to support the people doing the actual mentoring. With training. With incentives. With actions that recognize that this work matters. What does good mentorship look like in your field? What training or support would help faculty do this work better? #HigherEd #PhDReform #Mentorship

Much of the current conversation about faculty policy focuses on governance, cost, or structure. But from a student perspective, the impact shows up somewhere else entirely: stability. Students already navigate a great deal of uncertainty, from academic pressure and financial stress to questions about identity and direction. In that context, the classroom can either add to the volatility or provide something grounding. Stable faculty presence is more important than we sometimes acknowledge. When students know who their professors are, trust that those relationships will continue, and feel confident that faculty are invested in the institution and in them, it changes how safe and supported the learning environment feels. That predictability supports wellness. It creates space for mentorship to develop and for students to ask questions before challenges become crises. There is also a quieter connection worth naming: faculty well-being and student well-being are deeply linked. Faculty who feel secure and supported are better positioned to engage deeply in educating and mentorship. When faculty operate under constant uncertainty, the strain eventually reaches students, typically through diminished connection. Student wellness is shaped by whether institutions create conditions where academic relationships can take root and endure.

On Becoming Better Mentors to Ph.D. Students Rewatching The Chair on Netflix unsettled me this week. Its portrayal of a Ph.D. student marginalized by a self-absorbed advisor, dismissed by a thoughtless department chair, & caught in the crosscurrents of departmental politics reminded me of a hard truth: some faculty are not good mentors to Ph.D. students. I have been thinking about mentoring lately, especially as I complete my first year as a Ph.D. program coordinator. Bad mentoring is part of academe. It exists on every campus, including my own. Sometimes it appears in small but harmful ways: unanswered emails, delayed feedback, making students wait for hours, or treating them as disposable labor. Sometimes it appears in far more serious forms: bullying, exploitation, discrimination, or sexual harassment. Why are some faculty poor mentors? I see three main drivers: lack of training, inherited traditions, & a damaging doctrine of survival. First, many faculty have never been taught how to mentor. I cannot think of many universities that require faculty to complete meaningful mentoring training. If we provide little guidance, we should not be surprised when mentoring quality varies widely. Second, some faculty reproduce the abuse they experienced. How many doctoral students have been expected to work through holidays, illness, or family crises because “that’s how it was when I was a student”? Abuse becomes tradition when no one has the discipline to stop it. Third, the worst mentors hide behind a Darwinian view of doctoral education: only the strong should survive, not everyone deserves a Ph.D., struggle is the test. The irony is hard to miss. Many faculty who invoke this standard would not survive today’s academic job market. So what should we do? First, find mentors for yourself. I have two. One taught me how to advise. The other taught me compassion. I may not have realized it at the time, but they made me a better mentor to students. Second, practice mindful mentoring. Treat students the way you wish you had been treated, not necessarily the way you were treated. Timely feedback, honest guidance, supportive conversations, & small nudges in the right direction are not hard. They matter. Third, support equitable processes. Many grievances arise because students are treated informally & inconsistently. Programs are healthier when expectations & consequences are clear. Finally, monitor your own mentoring style. Amartya Sen’s work reminds us that people flourish when they have real support, resources, & capabilities. Good mentors do not simply reward already-strong students. They help weaker students become stronger. As my term as program coordinator evolves, I hope that my mentoring standard will be closer to Sen than to Darwin: Did we help all of our students get better? Yes. The strong students? Yes. The struggling students? Also yes. If the answer is yes, I will consider that meaningful progress. #academiclife #mentoring

Mentorship in Dental Faculty: An Essential Part of Leadership Training in Dental Education Throughout my career, I have been fortunate to have countless mentors—from my early days in dental school through my graduate training and faculty career. Each stage of my journey has reinforced the importance of mentorship in shaping not only individuals but also the future of dental education. I am deeply grateful for the investment my mentors and former leaders have made in me, and I firmly believe that mentorship is at the heart of effective leadership. What Defines a True Mentor in Dental Education? Many leaders claim to value mentorship, but true mentoring requires specific skills. Here are examples of how great mentors can make an impact: 🔹 Developing Mentees to Their Full Potential – A mentor doesn’t just assign tasks; they help mentees grow. Example: A faculty member wanted to develop research skills but lacked experience in grant writing. A strong mentor guided them through the process, reviewed drafts, and even connected them with funding opportunities. Now, that mentee is a principal investigator on multiple grants. 🔹 Providing Encouragement During Challenges – Standing by mentees when things don’t go as planned. Example: A junior faculty member had a major manuscript rejected multiple times. Instead of letting them feel defeated, a good mentor provided constructive feedback, shared their own rejection stories, and encouraged resubmission. That same paper was eventually accepted in a high-impact journal. 🔹 Investing Time and Resources in Their Success – Going beyond the minimum effort. Example: A mentor noticed that a new faculty member was struggling with clinical teaching. Instead of letting them figure it out alone, the mentor arranged for them to shadow experienced faculty, attend a teaching workshop, and provided one-on-one coaching—leading to a significant improvement in confidence and effectiveness. 🔹 Being an Unbiased, Empathetic Sounding Board – Providing honest feedback with empathy. Example: A faculty member was considering a career transition but felt uncertain. A strong mentor didn’t just tell them what to do but asked the right questions, helped them evaluate their options, and supported their decision—whether it was staying, leaving, or pivoting to a new role. The Need for Mentorship Training in Dental Academia While dental education offers many leadership development opportunities, mentorship training itself is rarely emphasized. We must move beyond simply recognizing mentorship as important and actively teach and refine mentoring skills among faculty. Great mentorship isn’t just about guiding the next generation—it’s about building a stronger, more collaborative academic environment. Who were the mentors that shaped your career? And how do you mentor others? #Mentorship #DentalEducation #FacultyDevelopment #LeadershipTraining #AcademicDentistry #HigherEducation #MentoringSkills

I discovered the hidden power of academic supervision the hard way, and what I've found might surprise you. Imagine your academic mentor having a more impactful role on your well-being than your therapist. Sounds improbable, doesn't it? Yet, it's a reality many of us are closer to than we realise. The journey through a PhD or Postdoc is fraught with challenges. I've seen too many brilliant individuals fall prey to burnout... ...often pushed to the brink not just by the system but by those who are supposed to guide and inspire us. As mentors, we're more than just supervisors; we're a beacon in the darkness. It's our responsibility to illuminate the path ahead, not extinguish the spark of our mentees. Here are four ways we can make a difference: 1. 🎉 Recognition: Every achievement deserves celebration. Your recognition can transform the smallest success into a towering lighthouse of hope. 2. 🚀 Responsibility: Encourage autonomy. Giving them control over their journey fosters innovation and growth. 3. 📚 Learning: Cultivate a culture of curiosity and continuous learning. Knowledge isn't just power; it's the very wings that allow us to soar. 4. 😊 Joy: The value of joy in academia cannot be overstated. We need more laughter, more moments of genuine happiness. This is about more than just preventing burnout. It's about kindling a flame that shines brightly, lighting not only their way but also enriching our own journey. Let's aim to be mentors, cheerleaders, and protectors of mental health. What lessons have you learned that you'd add to this list? #phd #postdoc #academia #highereducation 🔄 repost to help a friend :) -------------------- If you enjoyed this, then you'd love my exclusive weekly newsletter that teaches you how to secure a tenure-tack job and navigate academia as an early career researcher: https://lnkd.in/eNAjgrY9

𝐀 𝐓𝐡𝐞𝐬𝐢𝐬 𝐒𝐡𝐨𝐮𝐥𝐝 𝐁𝐮𝐢𝐥𝐝 𝐓𝐡𝐢𝐧𝐤𝐞𝐫𝐬, 𝐍𝐨𝐭 𝐉𝐮𝐬𝐭 𝐅𝐨𝐫𝐦𝐚𝐭𝐭𝐢𝐧𝐠 𝐑𝐮𝐥𝐞𝐬 𝐋𝐢𝐧𝐞 𝐬𝐩𝐚𝐜𝐢𝐧𝐠: 𝟏.𝟓 |𝐓𝐢𝐦𝐞𝐬 𝐍𝐞𝐰 𝐑𝐨𝐦𝐚𝐧 𝐇𝐞𝐚𝐝𝐢𝐧𝐠 𝟏: 𝟏𝟔 | 𝐇𝐞𝐚𝐝𝐢𝐧𝐠 𝟐: 𝟏𝟒 | 𝐓𝐞𝐱𝐭: 𝟏𝟐 𝐅𝐨𝐥𝐥𝐨𝐰 𝐀𝐏𝐀 𝟕 𝐟𝐨𝐫𝐦𝐚𝐭𝐭𝐢𝐧𝐠 𝐟𝐨𝐫 𝐞𝐯𝐞𝐫𝐲 𝐢𝐧𝐜𝐡 𝐨𝐟 𝐭𝐡𝐞 𝐝𝐫𝐚𝐟𝐭. Most researchers recognize these instructions. Then come the comments: “𝐘𝐨𝐮𝐫 𝐥𝐢𝐭𝐞𝐫𝐚𝐭𝐮𝐫𝐞 𝐫𝐞𝐯𝐢𝐞𝐰 𝐢𝐬 𝐭𝐨𝐨 𝐬𝐜𝐚𝐧𝐭𝐲.” “𝐘𝐨𝐮𝐫 𝐜𝐢𝐭𝐚𝐭𝐢𝐨𝐧𝐬 𝐚𝐫𝐞 𝐰𝐞𝐚𝐤.” “If you don’t know how to fix it, go to a shop and get it done.” So the student edits. 𝐏𝐫𝐢𝐧𝐭𝐬 𝐟𝐨𝐮𝐫 𝐜𝐨𝐩𝐢𝐞𝐬. 𝐓𝐡𝐫𝐞𝐞 𝐟𝐨𝐫 𝐭𝐡𝐞 𝐝𝐞𝐩𝐚𝐫𝐭𝐦𝐞𝐧𝐭. 𝐎𝐧𝐞 𝐟𝐨𝐫 𝐭𝐡𝐞𝐦𝐬𝐞𝐥𝐯𝐞𝐬. The defense happens. The degree is awarded. A quiet reality follows. 𝐓𝐡𝐨𝐬𝐞 𝐩𝐫𝐢𝐧𝐭𝐞𝐝 𝐜𝐨𝐩𝐢𝐞𝐬 𝐨𝐟𝐭𝐞𝐧 𝐞𝐧𝐝 𝐮𝐩 𝐨𝐧 𝐚 𝐬𝐡𝐞𝐥𝐟, 𝐢𝐧 𝐬𝐭𝐨𝐫𝐚𝐠𝐞, 𝐨𝐫 𝐞𝐯𝐞𝐧𝐭𝐮𝐚𝐥𝐥𝐲 𝐢𝐧 𝐭𝐡𝐞 𝐭𝐫𝐚𝐬𝐡. Which raises an uncomfortable question. 𝐃𝐢𝐝 𝐰𝐞 𝐛𝐮𝐢𝐥𝐝 𝐤𝐧𝐨𝐰𝐥𝐞𝐝𝐠𝐞, or did we enforce compliance? Formatting matters. Structure matters. Academic standards matter. Yet the deeper purpose of research is not perfect margins. It is curiosity. Critical thinking. Original contribution. Dear supervisors and mentors in academia, Students do not only need instructions. They need intellectual guidance. Not just what to format, but 𝐡𝐨𝐰 𝐭𝐨 𝐭𝐡𝐢𝐧𝐤. Not just how to cite, but 𝐡𝐨𝐰 𝐭𝐨 𝐪𝐮𝐞𝐬𝐭𝐢𝐨𝐧. Not just how to submit, but 𝐡𝐨𝐰 𝐭𝐨 𝐜𝐨𝐧𝐭𝐫𝐢𝐛𝐮𝐭𝐞. Degrees certify completion. Mentorship builds scholars. Perhaps the real success of supervision is not a perfectly formatted thesis. It is a student who leaves the university knowing how to think independently. #research #university #academia #mentorship #PhDlife #researchculture #highereducation

**The Transformative Power of a Great Teacher** *“We all need someone who inspires us to do better than we know how.” – Anonymous* Have you ever felt lost, uncertain about your path, or stuck in a rut? At times, all it takes is a bit of guidance, a helping hand, or a spark of inspiration to unlock your full potential. This is where the influence of a great teacher becomes invaluable. A mentor who understands, supports, and believes in you can open doors you never knew existed. Here are five key perspectives on the importance of teachers: 1. **Beyond Teaching Facts** Great teachers do more than just relay information—they help you see the bigger picture. They guide you through challenges, breaking down complex ideas into manageable steps that match your learning style. What once seemed impossible becomes achievable. 2. **The Power of Guidance** A good teacher doesn’t simply provide answers—they guide you to discover them. By asking thought-provoking questions and encouraging deeper thinking, they help you chart a clear path for personal and intellectual growth. 3. **Confidence Through Support** Learning can be tough, but the right teacher fosters an environment where risks and mistakes are part of the process. Their unwavering support builds your confidence and resilience, empowering you to grow and thrive. 4. **The Inspiration of a Mentor** Passionate teachers inspire passion in their students. Their enthusiasm makes learning exciting, motivating you to explore further and discover the joy of personal growth. 5. **Finding Your Mentor** Your mentor could be anyone—a career guide, a coach, or a life advisor. The key is to find someone who challenges you, aligns with your values, and encourages you to aim higher than you thought possible. Great teachers are more than educators—they are life-changing mentors who guide, inspire, and empower. Their influence goes beyond the classroom, shaping who we are and helping us unlock our true potential.