Frequently Asked Questions

In addition to having great service experience for your tenure package, mentors who participate as mentors for McNair Scholars have the potential to create personal and professional connections for life with students working in your field. Strong relationships forged advances the discipline, ensuring the quality and commitment of the next generation of scholars. Students with good mentors often begin making significant contributions before they complete their graduate degrees and are more likely to have productive, distinguished, and ethical careers that enrich their disciplines and reflect well on mentors. Positive experiences with mentorship also means that emerging scholars go on to be good mentors themselves in the future. Effective mentoring helps to ensure the quality of research, scholarship, and teaching well into the future. Table 1 below lists some top reasons why the mentorship program is valuable both for students and for faculty mentors.

The Benefits of Positive Mentorship

Benefits for Mentors

• Your students will keep you abreast of new knowledge and techniques and apprise you of promising avenues for research.
• Sending successful new scholars into the field increases your professional stature.
• Your networks are enriched. Helping students make the professional and personal connections they need to succeed will expand your own circle of colleagues.
• Good students will be attracted to you. Word gets around about good mentors who are most likely to recruit and retain outstanding students.
• It is personally satisfying. Seeing your students succeed can be as rewarding as a major publication or significant grant.

Benefits for Students

• It supports their advancement in research activity, conference presentations, publication, pedagogical skill, and grant writing.
• Students are less likely to feel ambushed by potential bumps during stressful or difficult periods in their graduate careers.
• The experiences and networks their mentors help them to build may improve the students’ prospects of securing professional placement.
• The knowledge that someone committed to their progress is supporting them with solid advice can help to lower stress and build confidence.
• Constructive interaction with a mentor and participation in collective activities they arrange promote engagement in the field.

Yes, but it is limited. Subject to approval, faculty mentors are eligible to receive compensation for an independent class up to 6 credits during the summer for students involved in the McNair Summer Research Internship.

The specific duties of a mentor will vary depending on the relationship mentors have with students. Mentors are expected to guide students in their research, give professional and academic advice, and meet with students as needed in order for them to complete their research projects satisfactorily. The goals of McNair are as follows:

1. To educate: Provide the research skills and knowledge necessary to succeed in graduate school;
2. To transform: Build strong relationships and inspire them to pursue a graduate education;
3. To empower: Provide the necessary avenues for self-esteem building such as conferences, class presentations, community presentations and so forth.

The program relies on the work of numerous individuals to accomplish these goals.

Faculty mentors help us achieve these goals by way of the following objectives:

1. Building strong relationships with students by conducting a research project that generates a strong research based article and potential publication.
2. Helping the student write a publication quality research paper.
3. Keeping the student informed about conferences they may like to attend, and helping them submit abstracts to these events.
4. Involving the student in academic events (thesis defense, departmental seminars, class presentations, etc.)
5. Assisting students in their search for PhD programs.
6. Aiding students with navigating the graduate school application process.
7. Working with the student and EWU Writers’ Center to produce a high-quality Statement of Academic Purpose for the student.
8. This relationship would also facilitate a strong letter of recommendation for graduate school.

Mentors are usually identified by the McNair Scholars themselves once they are accepted into the program. Typically, a mentor is someone who is within the scholar’s discipline and can guide them in determining their research area, interest, and defining methods. However, formal mentors must have a conversation with the McNair program director in order to become official EWU McNair Scholars Program mentors. The program director will ensure that mentors are able to assist the student over the summer with their research and be dedicated to their academic and professional development. Mentors are provided with a handbook and a contract to sign before they can officially begin mentoring their student.

Mentors are required to be on-campus for the summer when/if mentees are involved in the EWU McNair Summer Research Internship during the summer quarter.

Outside of that commitment, there is no specific hour/effort requirement to be a mentor to a McNair Scholar. However, it is advisable to keep certain guidelines in mind as you establish a schedule and outcomes with your mentee.
The fundamental rubric for McNair faculty mentors is to be partial to the student but impartial about the McNair student’s work. Clarity is the foundation upon which such a relationship is built. Be transparent about your expectations concerning the form and function of the relationship, and about what’s reasonable to expect of you and what isn’t. Pay particular attention to boundaries, both personal and professional, and respect theirs just as you expect them to respect yours.

Mentor guideline 1: Within mutually agreeable limits, mentors have an open door. Because your time is so valuable, it is often the most precious thing you can give. What lies behind that door, literally and figuratively, should be a haven of sorts. Give students your full attention when they are talking with you, and the time and encouragement to open up. Try to minimize interruptions. Consider scheduling an occasional meeting on campus away from the office or department to help create more personalized time.

Mentor guideline 2: Use concrete language to critique students’ work. What the mentor communicates with the students must be timely, clear and, above all, constructive. Critical feedback is essential, but it is more likely to be effective if tempered with praise when deserved. Remind students that you are holding them to high standards in order to help them improve.

Mentor guideline 3: McNair Mentors keep track of their students’ progress and achievements, setting milestones and acknowledging accomplishments. McNair staff will assist on this task as well. Let your students know from the start that you want them to succeed, and create opportunities for them to demonstrate their competencies. When you feel a student is prepared, suggest or nominate them for presentations, scholarships, fellowships, projects, and teaching opportunities.

Mentor guideline 4: Encourage students to try new techniques, expand their skills, and discuss their ideas, even those they fear might seem naive or unworkable. Let students know that mistakes are productive because we learn from our failures. These practices nurture self-sufficiency. As tempting as it can be to dictate paths, the person in front of you has different strengths and aspirations.

Mentor guideline 5: Provide support in times of discouragement as well as success, and be mindful of signs of emotional and physical distress. Do not assume that the only students who need help are those who ask for it. If a student is falling behind in their work, resist concluding that this shows a lack of commitment, and contact the McNair office to assist the student.

Mentor guideline 6: Perhaps the student is exhausted, or unclear about what to do next, or is uncomfortable with some aspect of the project or research team. Although it is ultimately the responsibility of students to initiate contact with you, it may make a difference if you get in touch with the student who is becoming remote. Let him/her know s/he is welcome to talk with you during your office hours, and that the conversation can include nonacademic as well as academic issues.

Mentor guideline 7: Being open and approachable is particularly important when a student is shy or comes from a different cultural background, like many McNair scholars. McNair students may experience impostor syndrome – anxiety about whether they belong in graduate school – so it is important to reassure them of their skills and abilities to succeed. The enthusiasm and optimism you show can be inspirational. Make sure that students understand not only the personal consequences of their commitment to their work, but also its value to the professional community and to the general public.

Mentor guideline 8: Share what you have learned as both a scholar and a member of a profession. You might think things are obvious to McNair students that are not. At the same time, tell your students what you learn from them. This will make them realize they are potential colleagues. Identify professional workshops and networking opportunities for them. Involve students in editing, journal activities, conference presentations, and grant writing.

Of course, it is not necessary to embody all of these attributes in order to be a successful mentor. Individuals have relative strengths in their capacity for mentoring, and mentors should be clear about what they can and cannot offer. Part of effective mentoring is knowing when to refer someone to another resource that might be more helpful. Please always inform the McNair Staff if there is any concern on the development of the student.

Most important and more than any particular piece of advice or supportive act, your students will remember how they were treated. The example you set as a person will have a profound effect on how they conduct themselves as professionals.

The EWU student body is changing rapidly. We have higher numbers of Latina/o, African American, and Native American students enrolled than ever before. Eastern needs to adapt to a more diverse student body. Here are some helpful points to keep in mind:

Underrepresented students need role models.
Many students from historically underrepresented groups feel that faculty do not identify with their experiences. We should remember to value diversity in faculty and in the student body, but also remember that faculty mentors provide excellent guidance to students with different backgrounds than their own.

Be open to hearing students’ perspectives on race, gender, and sexual orientation.
Sometimes, students are fearful of speaking up about issues of race, gender, and sexual identity. Additionally, sometimes faculty will assume that the student is only interested in these topics if they belong to an underrepresented group. Try not to make assumptions and listen to the student if they come to you with a discussion on these topics.

Underrepresented students may feel isolated.
Reach out to your mentee if they seem to be struggling. Ask about hobbies or other activities outside of academics and show an interest in the student. A good mentor will make the student feel welcomed in the academic community.

Burden of being a spokesperson.
Underrepresented students are sometimes burdened with being spokespeople for their age, race, or gender group in addition to academics. Try to avoid putting students in this position, and instead allow them to offer their perspective freely.

Facilitate an inclusive atmosphere in labs and classes.
Sometimes, excess competition and criticism can hinder the participation of underrepresented students, who feel that their contributions are not valued. Set firm rules for group discussions to ensure that others are respected, and be sure not to let only a few students dominate the discussion.

Stereotypes.
While all of us struggle to overcome the assumptions others make about us, for the groups of people that have historically been excluded from higher education stereotypes can be especially challenging. Recognize that each student has unique strengths and interests, and remember that all people from a certain group will not share the same thoughts and perspectives.

We begin recruiting students to our program once the academic year begins. (You may have seen our emails asking you to keep an eye out for students that seem interested in doing research.) The flowchart for this process is shown below (click to enlarge).

We invite students who are interested in our program to:

1. Attend a McNair orientation or a 1:1 meeting with McNair Staff. Orientation sessions may occur in person or online during fall quarter. Students who wish to apply will be added to the Canvas Course "Is Graduate School for You?" which serves as a guide to our application process.
2. Interview three faculty and write a reflection on the interviews. We present faculty interview forms to help assist the students develop their questions. The reason for this interview is to get to know professors, to build relationships, and to learn from faculty how it is to work in academia and how to get there.
3. Complete an academic plan with Department Advisor. We request this document, because many of the applicants have not even met with their Department Advisors. We want the students to be well informed and advised by the Department.
4. Meet with McNair Director or Academic Advisor to discuss commitment to graduate school. This process can be intense, especially alongside other academic commitments. Students may desire additional meetings to understand graduate studies and the differences between degrees and types of programs, and to do some soul searching.
5. After this meeting, we provide the McNair Application (this includes a signature that documents first-gen status and ethnicity). In addition, the complete application packet requires:

• Personal Statement
• Unofficial Transcripts from EWU as well as all community colleges attended
• Faculty interview write-up
• Academic plan
• Two Letters of recommendation from  professors
• Research Interests Survey. We are not looking for a research proposal for summer research. We are prompting the student to think about a potential research project. The research topic may change in spring quarter as they complete the Research Methods Course.

The application deadline is usually right before Winter Break. We aim to notify students of acceptance during the first week of Winter Quarter.

Winter: Creating a Scholarly Identity

As of 2023, this course consists of two one-hour classes per week where the cohort begins building community by sharing and learning about one another's backgrounds, goals, and fields of interest. We provide introductions to campus resources (Writers' Center, PLUS Tutoring) and hear the experiences of McNair Alumni. Students learn the difference between being a student and a scholar, and begin to think about what they want their original contributions in their fields to be, in order to prepare for research. They write academic bios, apply for scholarships and external internships, draft a CV, and identify potential EWU faculty mentors in their field.

Spring: Research Methods

McNair Scholars take a Research Methods course during the spring to prepare them for the summer. Topics covered may include orientation to finding relevant peer-reviewed articles, academic reading and annotation, literature reviews, and IRBs. Mentor pairings are finalized and the mentor meets with the student to provide an overview of the research idea and draft a clear proposal, including designated benchmarks for stipend receipt.

Summer: EWU McNair Summer Research Internship

Mentors will guide the scholar’s research closely as data are collected and analyzed. Stipend payments are awarded as scholars complete research benchmarks. Mentors should be available to assist the students during this process. Scholars are expected to spend 30 hours/week working on their summer research projects as well as attending 10 hours/week of McNair seminars to prepare scholars to search for graduate schools and funding, submit strong applications, and prepare for the GRE if applicable. Students applying for graduate school in the fall should register and take the GRE before or during fall quarter.

Fall: Graduate School Application

During the fall, scholars who will be graduating this academic year apply to graduate programs, perfect their Statements of Academic Purpose (SOAP), and practice the online application process. Faculty mentors maintain contact with the student as they go through this process, which can be overwhelming.  Here are a few specific suggestions for helping your McNair scholar be successful during their application process:

• Suggest quality PhD programs to apply for and offer any connections you might have at other institutions. Ask the student for a list of PhD and MA/MS programs they are selecting and review the caliber of programs.
• Review the student's Statement of Academic Purpose and other writing samples to help develop academic writing skills.
• Check in with the student often. Make sure that you celebrate and congratulate the student as they complete benchmarks in the graduate school application process.