Values Members Procedures      

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:

  1. Lead and manage the entire program while focusing students on Meaningful Learning, Growth and Performance, Growth in the Community.
  2. Equip all faculty and senior mentors to focus their teams.
  3. Lead and teach the holistic view of best processes in mentoring.
  4. Track, measure and improve the performance of faculty and mentors.
  5. 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:

  1. Manage and focus the entire program on student habits toward Meaningful Learning, Growth and Performance, Growth in the Community.
  2. Equip the senior mentors to focus their teams.
  3. Manage and disburse the holistic view of best processes in mentoring.
  4. Track, measure and improve the performance of all mentors.
  5. 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:

  1. Safeguard, promote, and enable meaningful learning, skills performance, and team contribution in the students.
  2. Individual growth in mentoring mindset, mentoring skills performance, and mentoring community contribution.
  3. 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:

  1. Safeguard, promote, and enable mentors to activate Meaningful Learning, Growth and Performance, Growth in the Community.
  2. Meaningfully deploy the mentors each week.
  3. Grow mentors and mentoring processes by SII each week.
  4. 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:

  1. Focus the entire program on the mentors'  and students' Meaningful Learning, Growth and Performance, Growth in the Community.
  2. Equip the super-mentors to focus their mentors.
  3. Gain and disburse the holistic view of best processes in mentoring.
  4. 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

You keep a thorough record of your mentoring plan, mentoring observations, and self-assessment for each mentoring session. 

Perfunctory

Good faith effort

By habit

You document your assessment and improvements as well as your mentees’ in your logbook.

 

 

 

 

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.