STUDENT MENTORING

Mentoring relationships are voluntary interactions between students and mentors. Although mentors are not assigned, potential mentors are urged to consider prayerfully any student requests for mentoring. Both students and mentors are free to set boundaries on the kinds of issues to be discussed. Either party may terminate the relationship at any time.

GOAL OF STUDENT MENTORING
In preparation for holistic ministry, student mentoring aims at long-term outcomes and multifaceted growth in many areas: academic, spiritual, psychological, relational, professional and developmental. It will, therefore, identify goals and make use of professional ministerial standards as indicators of growth and development. The process of mentoring will include such things as praying for each other, review of evaluations of student work and ministry, on-going conversation and regular feedback, informal counsel and spiritual guidance, and role modeling.

Shared responsibility. Mentoring is a shared responsibility between mentor and student. The mentor facilitates the process (by giving, risking, modeling, bridging), but students bear the primary responsibility for taking the necessary steps. Mentors are actively involved, but mentoring is student-centered and student-motivated.

Selecting a mentor. Contact with faculty members is the most important single factor in student involvement, academic success, integration, motivation, satisfaction, retention and career success. Because of this, most student mentors will be faculty members. Because mentoring is not required of faculty members, you may need to approach more than one faculty member if you wish such a relationship. You may also seek out other Seminary personnel as mentors.

Students are expected to take the initiative. Potential mentors must be interested in mentoring the student, have aptitude for mentoring, be able to make time available for the relationship, be sensitive to cultural, denominational and other differences, and able to facilitate the growth sought.

Mentoring covenants. Mentoring relationships work best when participants design a written covenant at the beginning of the relationship. The covenant indicates the terms of the arrangement such as goals, focus, kinds of accountability, and expectations on each side (including the expectation that either party may terminate the relationship). All mentors and students are urged to craft a written covenant at the beginning of the relationship.

Continuity. Since effective mentoring is a process of continuous caring and interaction for the duration of a student's program, continuity is highly desirable. Students may, nonetheless, change mentors, and mentors may request a change.

GUIDELINES FOR MENTORING
Institutional guides. The Seminary's Mission Statement, Doctrinal Basis, adopted educational policies and procedures and other official documents shall guide student mentoring.

Helpful components. Given its long-term purposes, mentoring should involve an evaluation of the appropriateness of the career goals students have set for themselves and the appropriateness of goal-setting strategies used. The process will include assisting students as they frame helpful questions, identify options, access relevant information, and make good decisions.

Accuracy of information. The Seminary expects mentors to be accurately informed about Seminary programs and requirements, and about mentoring itself. Successful mentors will refer regularly to official Seminary documents including these mentoring guidelines; attend training sessions for information, review, and update; seek accurate information from the Registrar's Office; and consult with offices that support student development such as the Student Formation and Supervised Ministries offices.

Meeting times and agendas. Mentors and students are responsible for working out mutually acceptable meeting times and agendas. Although some mentoring will be informal, successful mentoring includes regularly scheduled meetings with clearly focused agendas.

Professional relationships. Mentors and students are expected to review and revise the mentoring covenant as needed, to honor time commitments regarding appointments and to follow through on agreements. In addition, mentors are expected to remain well informed and to focus on activities that enhance student development toward specific goals. Mentors may keep written notes regarding student progress toward mentoring goals. Confidentiality will be honored on both sides. Refer to the Institutional Policy Concerning Confidentiality for details.

Group mentoring. Though most mentoring is individual, Seminary personnel may sometimes offer group mentoring. The number of participants and duration of group meetings will normally be limited.