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Engineers Networking Together
Online Handbook

Introduction

This booklet contains a preliminary guide for your new mentoring relationship. As time goes by, the role that you have accepted as a mentor or protege will change. There is no one right way to be a mentor/protege, but we hope that this guidebook can be a valuable resource to enhance your role in the relationship.

A mentoring relationship can be a very valuable and rewarding experience for both parties involved. The protege can gain self-confidence through the support and encouragement she receives. The mentor will gain new insight and ideas from the exchange of information with their protege.

Thank you for your participation in the program as either a mentor or protege. The qualities and skills that different students possess are of great value to the engineering field, and we must encourage those with an interest in engineering to succeed in the field.

Mission

Statistics show that women outperform men in their first year engineering studies. Yet, a higher percentage of female engineering students drop out of the engineering curriculum in the second year when compared to male students. Some women experience feelings of isolation, a lack of role models, and some suffer from "imposter syndrome" where they question whether they belong in engineering--even when they are actually exactly the kinds of students we want in engineering. These experiences lead to lower self esteem and lower confidence levels about one's ability to succeed in the engineering field.

The mission of the mentor program is to support and encourage new female students in the College of Engineering. This is accomplished through peer-to-peer mentoring. Upperclass students are paired with first year students who have similar academic and personal interests to establish a mentoring relationship. This relationship will provide insight and guidance on personal and professional issues for both parties involved.

One of the most important messages that must be conveyed to prospective and current engineering students is how much engineers do to help society. Many times the general public takes a stereotypical (and therefore erroneous) view of engineers as people who work on engines, use tools and get dirty. Although being an engineer doesn't preclude working with these things, most engineers do not! Engineers design cameras, cosmetics, medical devices (like artificial skin, retinas, prosthetics, etc.), shoes, candy, toys, and many more things. Engineers do research and perform experiments. Engineers work with people and work to improve lives. Engineers use creativity every day and solve problems.

Goals and Objectives

  • Support and guide students in their pursuit of a career in engineering.
  • Expand students' horizons through exposure to new ideas, experiences and friends.
  • Enhance the personal and professional development of students through relationships with other students in their field.
  • Inform students about the engineering curriculum at NC State that they will encounter as students and the engineering fields they will enter as professionals.
  • Provide opportunities for students that will challenge and educate them and enhance their personal and academic pursuits.
  • Empower and encourage students to determine and achieve goals.

What is a Mentoring Relationship?

Mentor- a wise and trusted counselor or teacher (The American Heritage College Dictionary) -or- a trusted counselor or guide (Merriam Webster Dictionary).

A mentoring relationship is a two-way relationship with both parties contributing and receiving information and ideas. This exchange will lead both the mentor and protege to re-evaluate their personal beliefs, opinions and philosophies based on the interaction and experiences they share in the relationship.

A mentor is an advisor, teacher and role model for the protege. They bring to the relationship their knowledge and expertise based on the experiences they have already had as a student in engineering. A mentor can provide insight in a specific curriculum, course, or career path. A mentor can influence their protege through the knowledge they share and their past actions. A mentor gains satisfaction from helping their protege achieve academic and personal goals. The mentor's self esteem and confidence will increase through their role as an advisor and a confidant for the protege.

A protege is the receiver of advice and guidance from the mentor. A protege will learn about the engineering discipline and collegiate life. The protege will gain great networking opportunities by interacting with experienced students and professors in their department. The protege's self confidence and self esteem will increase as they learn to seek out information, explore alternatives, and accept new challenges. The protege brings a fresh perspective and excitement to the relationship.

The mentoring relationship will provide both the mentor and protege with exciting challenges, new information, and numerous possibilities. Not only will the mentor and protege get to know each other, but they will also discover more about themselves and their own personal skills and gifts.

Responsibilities and Expectations

...of the Mentor

  • Share with your protege the academic and career decisions you have made.
  • Discuss and work experience or projects you have been involved with and how this has impacted your career goals.
  • Give insight to the protege about what you have learned in your engineering discipline.
  • Empathize with your protege.
  • Help your protege find the resources she needs for any questions or concerns she has.
  • Suggest to your protege activities on campus and/or community she can get involved in.
  • Give your protege feedback and support on her endeavor.

The Nine Commandments of Mentoring
based on a work by Bernice R. Sandler

1. Don't be afraid to be a mentor.
Many people, especially women, underestimate the amount of knowledge that they have about the academic system or their organization, the contacts they have, and the avenues they can use to help someone else. A person does not have to be at the absolute top of his or her profession or discipline to be a mentor.

2. Remember that you don't have to fulfill every possible function of a mentor to be effective,
but let your protégés know where you are willing to help and what kind of information or support you can give that you believe will be particularly helpful.

3. Clarify expectations about how much time and guidance you are prepared to offer.

4. Let protégés know if they are asking for too much or too little of your time.

5. Be sure to give criticism , as well as praise, when warranted, but present it with specific suggestions for improvements.
Do it in a private and non-threatening context. Giving criticism in the form of a question can be helpful, as in, "Do you think the project would be better if...?"

6. Where appropriate, "talk up" your protégé's accomplishments to others in your department and institution, as well as at conferences and meetings.

7. Include protégés in informal activities whenever possible--
lunch, discussions following meetings and lectures, dinners during academic conferences.

8. Teach protégés how to seek other help whenever possible,
such as research opportunities, money to attend conferences, career help, etc.

9. Be willing to provide support for people different from yourself.
I have always believed that it is far easier for women than men to cross boundaries such as race, color, ethnicity, class and religion in working with others. But we all need to practice this skill and avoid temptation to assist only those with whom we feel the most comfortable, those who are the closest to being clones of ourselves.


...of the Protege

  • Learn from the experiences of your mentor.
  • Share with you mentor your thoughts, questions, or ideas about issues you are facing.
  • Ask your protege questions and seek out other resources for help or advice.
  • Formulate your own opinions and philosophies based on what you learn from your mentor.
  • Seek out opportunities to be involved on the campus or in the community.
  • Begin to form goals for yourself, both personal and professional.
...of the Mentor and Protege
  • Meet/talk with one another at least twice a month.
  • Schedule the next contact time each of you will meet.
  • Be considerate to each other, return messages phone calls, etc..
  • Always be honest with one another.
  • Receive support and advice from one another.
  • Set responsibilities and goals of the relationship that both agree upon.

The First Meeting

To begin your mentoring relationship, it is important that you get aquatinted. Begin by asking each other about personal interests, hobbies, favorite movies, etc. At the beginning of the relationship it is also important to establish the goals and the focus of your relationship. A handout will be provided to help you write these objectives of the mentoring relationship. In your first meeting try to define and discuss the following.
  • Discuss what each of you have to offer and hope to gain from the relationship.
  • Clarify any limits in the relationship.
  • Share with each other any resources, knowledge, etc.. you bring to the relationship.
  • Discuss how you want to deal with confidential information shared in the relationship.
  • Talk about preferred ways of getting together and contacting each other.
  • Determine the best times to contact or meet one another.
  • Exchange personal contact information such as your address, phone number and e-mail
  • Define the role you play as a mentor/protege.

ICE Breaker Topics

Each time you and your mentor/protege meet, there are various subjects you can discuss, some serious and some not so serious! You can talk about your favorite music CD's, sports you like to play, hobbies you have, activities you are involved in, etc.. Some other topics and questions you can ask are as follows:

...Topics
  • Classes: Which classes you like best or worst? What subjects you like the best?
  • Activities: What activities you are involved in, including recreation, societies, clubs, community service, jobs, etc..
  • Favorites: What do you like to do in your free time? What is your favorite movie, book, food, music, TV show, sport places you have been, etc..?
  • Career Ambitions: What do you want to do when you graduate? Graduate School? Job? What type of company do you want to work for?
  • College Ambitions: Why did you choose NC State? What do you want to accomplish while yo are here?
... Other Questions to ask
  • Why are you involved in the mentoring program?
  • What is a fear or concern you have about being a mentor/protege?
  • What are some accomplishments you are proud of?
  • What are some goals, both personal and academic, that you have set for yourself?
  • What are some weaknesses that you would like to work on improving?
  • What is your best quality?
  • How do you see yourself in ten years?
  • Have you ever experienced discrimination as a woman in engineering? If so, how did you handle the situation?
  • If you won 10 million dollars, what would you do?
  • What are some positive and negative experiences you have faced in the work or academic environment?
  • If you could meet one person in the world, dead or alive, who would it be?

Suggested Activities

    • Have lunch or dinner together.
    • Attend a NC State Athletic event.
    • Attend a technical society meeting such as IEEE, ASME, ASCE, etc.
    • Attend a Society of Women Engineering meeting.
    • Meet for coffee on Hillsborough Street (Global Village is a personal favorite).
    • Take your protege to a research lab in your engineering discipline.
    • Visit the NCSU Arboretum on Beryl Street.
    • Attend a workshop at the Women's Center.
    • Go to the movies -$1.50 movies for students at the Witherspoon Student Cinema.
    • Meet with other pairs of mentors/proteges.
    • Attend a campus event, such as a concert, play, lecture, etc.
    • Take a walk around Lake Johnson.
    • Go shopping
    • Go to Pullen Park.
    • Introduce your protege to a favorite professor or advisor in your department

Campus Resources

ATHLETICS 515-2101
COOPERATIVE EDUCATION 515-2300
COUNSELING CENTER 515-2423
ENGINEERING ADVISING 515-2315
FINANCIAL AID 515-2421
GRADUATE SCHOOL 515-2872
HEALTH SERVICES 515-2563
HOUSING AND RESIDENCE LIFE 515-2440
LEADERSHIP DEVELOPMENT SERIES 515-2451
RAPE/SEXUAL ASSAULT 828-3005
STEWART THEATER 515-3927
STUDENT LEGAL SERVICES 515-7091
STUDY ABROAD 515-2087
THOMPSON THEATER 515-2405
TICKET CENTRAL 515-4081
UNIVERSITY CAREER CENTER 515-2396
UNDERGRADUATE TUTORIAL CENTER 515-3163
WOMEN'S CENTER 515-2012
 

Final Notes

If at anytime you have any questions, concerns, comments, etc., please feel free to contact Dr. Laura Bottomley at the following address, phone number and e-mail:

College of Engineering
Office of Academic Affairs
118 Page Hall
Campus Box 7904
Raleigh, NC 27695-7904
(919)-515-2315
(919)515-8702 (fax)
laurab@ncsu.edu

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