Focus, Fun & Findings: Faculty Mentorship as a Pathway

By: Amy Bearinger, Full-time Lecturer in the School of Communication, Media, and Theatre Arts on September 26th, 2022

Every March there is a particular evening that sneaks up on me, which is quite ridiculous seeing as this evening has been part of my EMU experience for over 15 years. On what is most often the final Thursday of the month, I find myself walking the Student Center, most of the rooms dark, the hallways quiet. I check signage, make sure doors are locked, poster display boards are in place, and podiums are positioned correctly. It is the final preparations for the annual Undergraduate Symposium, and on these nights, I find myself in awe of the academic excellence we showcase each year.

The hallmark of the Symposium is faculty mentorship, which guides students to and through their research and creative projects. As we look forward to another year of possible partnerships, I wanted to take time to highlight the value I’ve seen in these student-mentor relationships in my role as event coordinator.

Envisioned by former Provost Ronald W. Collins, and under the leadership of Ira M. Wheatley from the Department of History and Philosophy, the first annual Undergraduate Symposium was held April 3, 1981. Seventeen students and 19 faculty members from nine College of Arts and Sciences departments were featured. Since this time, the College of Art and Sciences has hosted over 8,800 students at the annual event.

A unique feature of this celebration is that while it is hosted by the College of Arts and Sciences, the Symposium is open to all colleges, all disciplines, all majors. This rich variety of content, presented in either oral, poster, or art expo formats, highlights the impact of the purposeful connections between faculty and students across the university.

Allow me to reflect on the importance of these connections with a trip down memory lane…

One of my first years working the Symposium, as an assistant, I was tasked with setting up a photo station so that students and faculty could get their photo taken together. Ever the millennial, I wondered why they wouldn’t just use their phones. I quickly realized this photo opportunity was much more than a quick memory of the event. It provided a moment to capture the unique, collaborative, and supportive working relationships these folks had created together. When reviewing the photos at the end of the day, I saw appreciation, pride, and confidence.

I often think of a young freshmen student who I interviewed for a Symposium Undergraduate Research Fellow (SURF) position. This student was a freshman in the true sense of the word. He was smart and determined, but also chaotic in a new student kind of way. He fell into a clear path forward with a distinguished faculty mentor in the Department of Chemistry and presented at the Symposium as a SURF for four years. This student is now, after a successful graduate school career, which included fellowships and multiple publications, working as a scientist and engineer in a dream job.

As the Symposium came back in-person last year, students arrived at optional rehearsal sessions with a new kind of apprehension. Immersing themselves back into public spaces, while following COVID-19 protocol, including enunciating enough to be heard through a mask, was quite stressful for many. While I did my best to calm their nerves from a logistical standpoint, I cannot overstate how much the presence of mentors changed their energy. Whether it was talking through the complexity of an important piece of research, offering suggestions for avoiding jargon, running to their office to find a replacement piece of technology, or simply showing up and reminding students of the value of their voice, there was no doubting the impact.

I’ll note that mentoring is not an easy thing to do. I realize that mentoring is often not financially recognized or rewarded. While the specific focus on mentoring within the structure of faculty evaluations is not something I’m qualified to argue here, I do believe the benefit of these connections can serve faculty just as much as they do students.

According to McKinsey the payoff for faculty regarding mentoring can be well worth the additional effort. In fact, McKinsey’s research found numerous faculty who noted an enhanced understanding of student perception and conceptualization of content, which allowed for a renewed understanding of where student questions and inquiry stemmed from. Throughout this work, I also noted the amount of motivating and inspirational faculty outcomes that had a direct impact on teaching confidence, competence, and overall philosophy. We can easily see how mentoring can redefine the big picture, but I must also mention that it can simply be fun. Sharing in the back and forth of discovery can lead to amusing and enjoyable time spent, which is often a breath of fresh air under the weight of typical academic responsibilities.

I encourage you to consider mentoring students for the Symposium as the opportunity arises this academic year. Whether it be inviting students into a pre-established project, making them aware of an opportunity to strengthen their skill, or encouraging them to turn a class assignment into a project worthy of Symposium inclusion, your efforts will most certainly be rewarded.

The 43rd annual Undergraduate Symposium will take place on Friday, March 31^st, 2023. Submissions are welcome from November 15^th – January 15^th (Submission Information). If you would like more information about the Symposium or where you can share potential research and creative project opportunities with students, please contact me at abearin1@emich.edu.