Policy Documents
Overview: This
section includes job descriptions for the program administrator, faculty
using mentors and the mentors themselves. It also provides mentor
performance criteria and the mentor compensation policies.
Job description for program
administrator
Program administrator tasks and duties:
- Lead and manage the entire program
while focusing students on Meaningful Learning, Growth
and Performance, Growth in the Community.
- Equip all faculty and senior mentors to focus their
teams.
- Lead and teach the holistic view of best processes
in mentoring.
- Track, measure and improve the performance of faculty
and mentors.
- Continually ask everyone: "How are you
improving the students'
engineering competency and their engineering team skills? Show me!”
Job description for faculty using
mentors
Faculty tasks and duties:
- Manage and focus the entire program on
student habits toward Meaningful Learning, Growth
and Performance, Growth in the Community.
- Equip the senior mentors to focus their teams.
- Manage and disburse the holistic view of best processes
in mentoring.
- Track, measure and improve the performance of all
mentors.
- Continually ask mentors and students:
"How are you teaching and improving each team's
engineering competency, engineering skills and organizational skills?”
Mentor job descriptions
Mentor tasks and duties:
- Safeguard, promote, and enable meaningful learning,
skills performance, and team contribution in the students.
- Individual growth in mentoring mindset, mentoring
skills performance, and mentoring community contribution.
- Ask: “How can I activate meaningful learning,
skill performance, and team contribution?” and “How can I grow my mentoring mindset, grow my
mentoring skills, and contribute to the mentoring community?”
Super mentor tasks and duties:
- Safeguard, promote, and enable mentors to activate
Meaningful Learning, Growth
and Performance, Growth in the Community.
- Meaningfully deploy the mentors each week.
- Grow mentors and mentoring processes by SII each week.
- Ask: “How can I enable my mentors to
activate meaningful learning, skill performance, and team contribution?” “How can I personally model and
activate my mentors to grow in mentoring mindset, grow mentoring skills, and
mentor community contribution?” and “How can I create and refine mentoring
processes?
Senior mentor tasks and duties:
- Focus the entire program on the
mentors' and students' Meaningful Learning, Growth
and Performance, Growth in the Community.
- Equip the super-mentors to focus their mentors.
- Gain and disburse the holistic view of best processes
in mentoring.
- Ask mentors and students: "How can you learn the
engineering content, perform the engineering skill, and contribute within your
engineering team?”
Mentor Performance Criteria
Activate
meaningful learning, performance of engineering skills, and team
contribution in your students. |
Attribute
Value |
1 |
3 |
5 |
Your students are engaged in learning the
engineering content. |
Rote
learning. “Looking
for the right answer” |
Learning
but without context |
Actively
seeking to internalize their learning |
Your students are engaged in practicing the
engineering skills.
|
Rote
practice, “looking for the right equation” |
Practice
with some connection to theory |
Actively
connecting practice to relevant theory |
Your students are contributing within their teams. |
Only as
requested |
Contributing and receiving |
Seek team
as resource and community |
Prepare for
mentoring each week. |
You have concrete educational outcomes identified
for your students before class begins. |
Identified. Not
focused |
Identified. Some focus |
Clear
identification and focus |
You have a concrete mentoring strategy to activate
learning, practice, and team contribution. |
“Shoot-from-the-hip" strategy. No backup |
Reviewed
strategy before class |
Pre-thought how to customize your strategy for each day’s specific
educational outcomes |
Activate student growth each week.
|
Your students assess their learning, practice, and
teamwork |
Perfunctory, Only per request |
By request
but with clear focus |
By habit. With clear
focus |
Your students assess the quality of their products.
|
Perfunctory, Only per request |
By request
but with clear focus |
By habit. With clear
focus |
Improve your mentoring skills and
the mentoring process by assessment each week.
|
You assess how your mentoring activated/had
no-effect/deactivated your students meaningful learning, skills
performance, and team contribution. You act on the most important
growth item. |
Perfunctory |
Good faith
effort, Make
improvements in skills |
By habit, Seek
student feedback, wrestle improvements into practice |
You contribute to mentoring process
creation and improvement.
|
Perfunctory |
Active
contributor |
Leader in
creation and improvements |
Keep a high quality Mentoring
Logbook
|
|
Perfunctory |
Good faith
effort
|
By habit
|
|
|
|
|
Mentor Compensation and Academic Requirements Policy
Guiding values for compensation:
The mentors should to be appropriately compensated for
their efforts and services. The compensation needs to reflect the quality of
efforts (academic grade), hours spent in service (honorarium), and expertise
(wage scale vs. time) of mentor.
Credit and
Compensation
1.) Course credit is awarded to students who
receive education as a service provided by the mentor development team. Credit
requires enrollment in a class.
2.) Compensation (pay) is provided to students who
have the skill-sets needed to provide a given service and who provide this
service. When someone is paid, they are expected to be qualified for the job so
that they can complete the job with little supervision.
Compensation
|
Classification |
Amount |
Rationale |
1st Semester mentor |
$150.00 plus 1 academic credit |
Typical one-credit classes require a student to
attend class one hour per week and do homework two hours per week. One
hour of mentoring credit typically requires 4 to 5 hours of effort each
week. The honorarium amounts are commensurate with the extra hours
required of the mentors. The honorarium increases with each semester
served because the training and experience makes the mentor more
valuable to the mentoring community and productive in the classroom.
|
2nd Semester mentor |
$225.00 plus 1 academic credit |
3rd Semester mentor |
$300.00 plus 1 academic credit |
4th or more Semester mentors |
Current work-study hourly rate. |
Long-term mentors have a complete skill set and a
broader experience. They are typically employed in roles with more
responsibilities (super-mentors). The compensation should be
commensurate with other student employment. |
Special Assignments |
Current work-study hourly rate. |
Occasionally we hire mentors for individual
projects or tasks. Compensation should be commensurate with other
student employment. |
|