Paulo Freire believed that the fundamental task of a mentor is a liberating one, where the mentor helps students become owners of their own history and development, rather than reproducing the mentor's goals and aspirations in the students. Freire saw mentoring as an ethical posture where the mentor truly believes in the total autonomy, freedom, and development of those being mentored. The mentor's role is to empower students, not impose the mentor's own views on them.

2.
Paulo Freire on Mentoring:
“The fundamental task of the mentor is a liberatory task. It is not to encourage the
mentor’s goals and aspirations and dreams to be reproduced in the mentees, the
students, but to give rise to the possibility that the students become the owners of
their own history. This is how I understand the need that teachers have to transcend
their merely instructive task and to assume the ethical posture of a mentor who truly
believes in the total autonomy, freedom, and development of those he or she
mentors.”
From Mentoring the Mentor
ii

3. Table
of
Contents
A
Word
from
Dean
Childers ...............................................................................................1
Introduction
and
Acknowledgements ................................................................................2
What
is
a
Peer
Mentor?.....................................................................................................3
Why
Be
a
Mentor? ............................................................................................................4
Common
Misconceptions
about
Mentoring.......................................................................5
What
Does
a
Mentor
Do? ..................................................................................................6
Avoid
these
pitfalls: .................................................................................................................11
How
Do
I
Begin
Mentoring?.............................................................................................12
Establishing
Your
Mentoring
Relationship. ..............................................................................13
Frequently
Asked
Questions
from
Peer
Mentors .............................................................14
Mentorship
Issues
Within
A
Diverse
Community .............................................................16
Common
Themes
Across
Groups..............................................................................................17
Themes
Particular
to
Specific
Groups.......................................................................................21
Women
Graduate
Students .......................................................................................................21
Lesbian,
Gay,
Bisexual,
Transgendered,
Queer
(LGBTQ)
Graduate
Students ............................23
Underrepresented
Minority
Graduate
Students .......................................................................25
International
Graduate
Students...............................................................................................28
Graduate
Students
with
Family
Responsibilities .......................................................................30
Graduate
Students
from
Working-­‐Class
Backgrounds...............................................................32
Graduate
Students
with
Disabilities ..........................................................................................35
Returning
Graduate
Students ....................................................................................................38
Wrapping
It
Up................................................................................................................40
Graduate Division Contacts ...........................................................................................41
Academic Integrity Guidelines.......................................................................................44
Web Resources for Peer Mentors...................................................................................46
Works Cited and Consulted ...........................................................................................47

4. A
Word
from
Dean
Childers
Dear Graduate Student Peer Mentors,
Congratulations on being selected to UC Riverside’s Graduate Peer Mentor Program. I am
excited to welcome you to the launch of a project I see as essential to the success of graduate
students across the curriculum.
Mentors have always played a crucial role in the accomplishments of graduate students, and
here at UCR, faculty have embraced that responsibility. This year, we are fortunate to have
the resources to create mentoring teams that include both faculty and graduate students. In
doing so, I believe we have begun to create a kind of mentoring relationship that will help
our diverse population achieve great successes.
Mentoring styles are many and varied, and I know that most of you likely have had some
experience either with being mentored or wishing you had been, knowing now in retrospect
what you needed most. The purpose of this guide is not to
interfere with your understanding of the mentoring process, but
rather to provide support for the skills you have, remind you of
details and situations you may have forgotten, and provide
resources specific to UCR so that you might utilize them in your
mentoring. We also hope that this will be a helpful tool for those
who are new to mentoring in an environment as diverse as that of
UCR.
The first year of the mentoring program helped us identify
successful practices for mentors. As we enter the second year of
the program, I urge you to track carefully your processes,
progress, and successes so that we can reproduce your efforts in
the future. All of your feedback is important both to me as we
continue to improve our Graduate Peer Mentor Program.
I appreciate the time you commit to reading this guide, your commitment to your education,
and your dedication to the rewarding work of mentoring your fellow graduate students.
Joe Childers
Graduate Dean
UCR
1

5. Introduction
and
Acknowledgements
In putting together this UCR mentoring handbook, we consulted resources and materials
from multiple peer institutions. We adapted many aspects of mentoring handbooks developed
by the Rackham Graduate School at the University of Michigan; University of Nebraska,
Lincoln; Washington University, and others. Their themes resonated well with our own
campus experience, and we thank them for generously sharing their work. UCR’s graduate
students, faculty, and staff were likewise instrumental in adding to our handbook their
insights and experience. Finally, thanks to the UCR community who put together so many
great programs upon which we lean in making our mentoring program successful.
This handbook will change and grow as our program develops and our goals and outcomes
become clearer. It will improve as both mentors and mentees provide us with accounts of
triumphs and failures, of challenges and solutions, of ideas and innovations.
2

6.
What
is
a
Peer
Mentor?
A mentor is a knowledgeable and experienced
guide, a trusted ally and advocate, and a caring
role model. An effective mentor is respectful,
reliable, patient, trustworthy, and a very good
listener and communicator. Peer mentors are
graduate students, just like the mentees. They
are there to help in the way one friend helps
another. Because peer mentors are most like the mentees, they are often their strongest allies,
the people with whom the mentees feel they can share their deepest concerns without fear of
consequences.
Peer Mentors
• take an interest in developing another person’s career and well-being.
• have an interpersonal relationship with those whom they mentor.
• advance the mentee’s academic and professional goals in directions most desired by
the individual.
• tailor mentoring styles and content to individuals, including adjustments due to
differences in culture, ethnicity, gender, socio-economic opportunity, physical ability,
etc.
• share stories with students about their own educational careers and the ways they
overcame obstacles.
• help students manage interaction with professors both in class and during office
hours.
• show students how they learned time management.
• listen to students describe personal problems and explore resources at
the university to deal with problems.
• help new students understand how to use resources at the university.
3

7. Why
Be
a
Mentor?
Mentoring benefits new students!
• Students are less likely to feel ambushed by potential
bumps in the road, having been alerted to them and
provided resources for dealing with stressful or difficult periods in their graduate
careers.
• The knowledge that someone is committed to the student’s progress, someone who
can give them specific advice and be his/her advocate, can help to lower stress and
build confidence.
And it rewards mentors in an abundance of ways:
• Your mentees will engage you in their research interests, which will keep you abreast
of new knowledge and techniques and will apprise you of promising avenues.
• Your networks are enriched. Helping students make the professional and personal
connections they need to succeed will greatly extend your own circle of colleagues.
• Being a mentor is personally satisfying. Seeing your mentees succeed can be very
rewarding.
4

8. Common
Misconceptions
about
Mentoring
 Misconception: In a university, you need to be an older person with gray hair (or no
hair) to be a good mentor.
 Reality: In a university, mentors can be young or old. Some of the most outstanding
mentors of students are fellow students.
 Misconception: By calling yourself a “Mentor,” you become a mentor.
 Reality: Mentors are those who have developed consciousness about mentoring. In
their interactions with students good mentors demonstrate respect, patience,
trustworthiness, and strong communication skills, especially listening skills.
 Misconception: Mentoring programs at universities are only for high-achieving
students.
 Reality: All college students need mentors, particularly those students who don’t
have academic role models or mentors in their families or communities. Mentoring
provides students with necessary support services to help them succeed academically
and to encourage them to serve their communities. Thus, the practice of mentoring is
central to the mission of UCR as the university strives to meet the needs of all its
students.
 Misconception: Only the person being mentored benefits from mentoring.
 Reality: By definition, mentoring is a reciprocal relationship where both the mentor
and mentee learn from each other. True mentors are those who have developed the
wisdom to learn from those they mentor.
5

9. What
Does
a
Mentor
Do?
The mentor’s duties begin with the first meeting and extend through the first year of the
mentee’s graduate program. These duties extend well beyond helping students learn what is
entailed in the research and writing components of graduate school. First and foremost,
mentors socialize students into the culture of the discipline, clarifying and reinforcing—both
by example and verbally—what is expected of a professional scholar. Here are some of the
basic responsibilities mentors have to those graduate students who seek their guidance.
• Make a Commitment: Students who wish to become peer mentors are asked
to commit to mentoring one or more students for at least one year.
• Initiate contact with the mentee: Establish a positive, personal relationship
with your mentee(s) in a timely and friendly fashion. Avoid acting as if you
are only a professional service provider (“I’m here to do a job. I’m an
advisor/counselor; I’m not here to be your friend!”) Make a proactive effort to
act as a guide, a coach, and an ally and advocate.
• Be Available: Peer mentors are encouraged to be available in multiple ways,
including offering students your email address, office location, and home or
cell phone number. The boundaries phone calls to personal phones can be set
by each individual peer mentor. Basically, peer mentors will be asked to be
accessible during reasonable hours for most business.
6

10. • Be a Good Listener: Listen, Listen, Listen. Ask about your mentee(s) questions or problems
and really listen to the answers. Let them vent their fears, frustrations, and other important
feelings, maintaining eye contact and showing that you are interested in what they have to
say. Resist the urge to give advice too soon.
Stay Present. Sometimes people feign listening, but they are really just waiting for the other
person to stop talking so they can say whatever they have been mentally rehearsing while
they’ve been pretending to listen. People can usually sense this, and it doesn’t feel good.
Reframe What You Hear. Summarize and repeat back your
understanding of what your mentees say so they know you
heard them. Focus on both the facts of the situation and the
emotions they might be feeling. For example, if your
mentee is talking about family problems, you might say, “It
sounds like the situation is pretty hostile. You seem like
you feel hurt.”
If it Seems Appropriate, Ask About Feelings. Ask them to
expand on what they’re feeling. Asking about their feelings
often provides a good emotional release and might be more helpful than just focusing on
the facts of their situation.
Keep The Focus On Them. Rather than delving into a related story of your own, keep the
focus on them until they are done talking. You can refer to something that happened to you
if you bring the focus back to them quickly. They will appreciate the focused attention, and
this will help them feel genuinely cared for and understood.
Help Brainstorm. Rather than giving advice in the beginning, which cuts off further
exploration of feelings and other communication, wait until they have finished telling you
both the facts and their feelings; then help them brainstorm solutions. If you help them
come up with ideas and look at the pros and cons of each, they’re likely to come up with a
solution they feel good about.
7

11. • Maintain Confidentiality: Students will be encouraged to come to peer mentors for any
issue they would like to discuss, and these conversations should remain confidential.
However, there might be occasions when a problem arises that the peer mentor is not
equipped to handle. These cases include psychological crises, major problems in the
degree process (such as severe difficulties with an advisor), situations requiring the aid
of a trained counselor, or any other case which the peer mentor feels is beyond his or her
expertise. In such cases, the peer mentor should consult with the student about his or her
options, including the consultation of an outside source for additional advice. This may
require that mentees give permission for a peer mentor to share information pertinent in
solving a problem.
• Meet at scheduled times: Being serious about the need
to meet and arriving promptly for those meetings
signals your commitment to the peer mentor program.
Likewise, it models behavior appropriate to both
graduate school and the larger professional arena
• Maintain a positive attitude: Listen attentively to
your mentee(s) issues concerning both graduate school
and life, but focus on the solutions rather than the
problems. The challenge as a peer mentor is to help
graduate students develop the tools to overcome obstacles. Stay optimistic and
constructive: encourage your mentee(s) to solve problems and move on to the next steps
in achieving a graduate degree
• Model professional responsibility. It is crucial that the mentor consciously act with
integrity in every aspect of his or her work as teacher, researcher, and author. Students
must see that their mentors recognize and avoid conflicts of interest, collect and use data
responsibly, fairly award authorship credit, cite source materials appropriately, use
research funds ethically, and treat animal or human research subjects properly. This list
is not meant to be exhaustive: never compromising the standards that bestow validity on
the discipline is not a suggested guideline but essential to the profession.
8

12. • Demystify graduate school. Many aspects of graduate education are unwritten or
vague, and the ability of new students to understand them is hampered by the fact that
they frequently do not know what questions to ask or what certain terminology means.
You can help by adjusting your conversations accordingly and clarifying your program’s
expectations for lab work, coursework, comprehensive exams, research topics, and
teaching. For each stage of the student’s program, discuss the prevailing norms and
criteria used to define quality performance.
• Encourage the effective use of time. Work with the student on developing schedules
and meeting benchmarks. Share techniques and practices that have been useful for
others but do not insist there is only one way. Rather, help them develop their own plan
and devise a strategy that helps them stick to it. For many students, the shift from the
highly structured nature of undergraduate education to the self-direction that is expected
in graduate school presents a significant challenge.
• Promote skill development: Help your mentee(s) to expand and improve academic and
career skills. Work together to learn how to accomplish specific goals (e.g. refining
research skills or brainstorming for a project or assignment). When and where
appropriate, emphasize educational or career management skills, such as decision-
making, goal setting, dealing with conflict, values clarification, and skills for coping
with stress and fear.
• Enhance your mentees’ ability to interact comfortably and productively with
people/groups from diverse racial, ethnic, cultural, and socioeconomic
backgrounds. Contrary to popular belief, we are not “all the same.” It is important to
acknowledge and understand, not ignore, our differences. We need to learn how to use
our differences as resources for growth. Respecting our differences is necessary but not
sufficient; we need to know how to negotiate our differences in ways that produce new
understandings and insights. Everyone holds particular preconceptions and stereotypes
about one’s own group and other groups. Take special care that you are not
(intentionally or unintentionally) promoting your own views and values at the expense
of your mentees’ viewpoints. Work at understanding and critically examining your own
9

13. perspectives on race, sex, ethnicity, culture, class, religion, sexual orientation, and
gender identity. Your own willingness to interact with individuals and groups different
from yourself will make a powerful statement about the value placed on diversity.
• Assist with finding other mentors. One size does not fit all, and one mentor cannot
provide all the guidance and support that every student needs. Introduce students to
faculty, emeriti, alumni, staff and other graduate students who have complementary
interests. Effective mentoring is a community effort.
10

14. Avoid these pitfalls:
• Don't give advice unless asked.
• Don't allow mentees to be dependent on you.
.
• Don't complain about your own problems.
• Don't do your mentees’ work for them.
• Don't take responsibility for your mentees’ program or duties.
11

15. How
Do
I
Begin
Mentoring?
You were likely mentored in some fashion, so you may find it
a useful starting point to think about how you felt (or feel)
about your own mentoring. Consider these questions:
• What kind of mentoring did you have?
• What did you like and dislike about the mentoring you received?
• How well have your mentor(s) helped you progress through your graduate program?
• How well have your mentor(s) prepared you for your academic career?
• What other kinds of mentoring would have been helpful to you?
Thinking about these points can help you develop a vision of the kind of mentor you want to
be and the most effective ways you can mentor students inside and outside your discipline.
You likely met, or will meet, your peer mentors and your graduate mentees at a social
gathering before the academic year begins. Follow-up by contacting them by email or by
phone. You will receive contact information for each one of them. Set up individual meetings
so you can get to know each other and establish your relationship.
In a companion mentoring guide, GENERAL GUIDELINES FOR GRADUATE MENTEES,
we suggest that mentees undertake a critical self-appraisal before they meet with either
faculty or peer mentors. Below is a modified version of this list for you to consider
discussing at your first meeting.
• Find out about your mentee’s previous educational experiences and why he or she
decided to go to graduate school. What does the student hope to achieve in pursuing a
graduate degree?
• Discuss your research projects and how they complement or diverge from your
mentee’s interests.
12

16. • Offer suggestions about courses the student might consider, labs that might be
appropriate, and other training experiences she or he could seek.
Establishing Your Mentoring Relationship.
You and your mentee need to communicate clearly from the start about your respective roles
and responsibilities. Some people find it helpful to put such arrangements in writing, while
recognizing that circumstances and needs can change. Here are a few areas you may want to
discuss.
• Goals: Ask students to develop and share with you a work plan that includes short-term
and long-term goals as well as the timeframe for reaching those goals. Make sure the
student’s work plan both meets the program’s requirements and is feasible.
• Meetings: Tell students how frequently you will be able to meet with them, and that it is
their responsibility to arrange and take the lead in these meetings. Let them know your
own schedule and limitations.
• Thresholds: Be explicit about the kinds of issues you feel require a face-to-face meeting.
Also let students know if they may contact you at home, and under what circumstances,
and ask them their preferences as well.
The hallmark of a successful mentoring relationship is a shared understanding of
expectations and responsibilities. These create the framework for the relationship, and they
are largely established in the early meetings with a student. A relatively modest investment in
those meetings can yield great dividends.
13

17. Frequently
Asked
Questions
from
Peer
Mentors
1) How should I initiate contact with students, and how often? Send and e-
mail or phone your mentees and ask when they would like to meet. At the first
meeting you can discuss with them how often they would like to meet with
you. The first quarter, we would like you to meet at least once a week. Every
third or fourth week, you will meet with your Faculty Mentor at the same time.
This may change as the program develops and your relationship with your
mentee is established.
2) What type of advice should I be prepared to give to students? You will likely be asked
how long it usually takes students in your department to complete a degree, what steps are
necessary to complete a degree, things you have learned along the way towards completing
your degree (perhaps things you might have done differently), how to deal with advisors, or
how to choose one’s committee. You may also be asked about the more personal side of
graduate school. For example, you may be asked how you stay sane, how one can overcome
doubts about staying in grad school, how to balance relationships with work, or how to live
on a graduate student budget.
3) What do I do if the person I'm mentoring says that they think that he or she wants to
quit grad school? Ask why. If it is something you have been through before talk about your
experience. Find out if it is actually the program, the field of study, or the profession that he
or she dislikes. If not, find out if there are personal issues you might help with. In the latter
case, a referral to counseling services may be most appropriate.
4) What should I do if I find that I may not be the best one to be the mentor for a given
student? If you feel like you cannot effectively mentor one of your students, contact Kim
Palmore, graduate peer mentor advisor (phone 951-827-6113 or email
kim.palmore@ucr.edu). Explain your concerns, including why you think you are not the best
match. (Remember to obey rules of confidentiality here, though.) Hopefully, you will be able
to generate some ideas for connecting with your mentee or repairing your mentoring
relationship. Together, you and the graduate peer mentoring program advisor can find a
solution or a new mentor for your mentee. This change will not be abrupt, but rather a
14

18. gradual transfer to a new mentor, except in extreme situations. If
mentor/student problems are more severe, contact Kim Palmore
immediately for further advice.
5) In brief, what type of time commitment will this involve?
Including the mandatory training meetings three or four times a
quarter, you should spend an average of five hours a week
performing mentoring duties. Of course, this is an average, and your
actual hours may vary from week to week. If you find yourself often
exceeding this estimate, please talk to Kim Palmore to discuss your
situation.
6) What type of support network is available if I find that I am being asked questions I
don't have ready answers for? Also, what should I do if a time-sensitive problem comes
up that I find I just don't have the time to deal with at the moment?
If you find yourself confronted with issues beyond your time demands or expertise, whether
personal or professional, please contact Linda Scott (gdivls@ucr.edu) in the graduate
division offices. She can handle all university policy issues and issues related to degree
progress, including time to degrees issues, advisor conflicts, etc. For issues of a more
personal nature, such as depression, emotional difficulties, etc., Sarah Pemberton
(sarah.pemberton@ucr.edu) in Counseling Services is a great source of expertise. Before
referring a student to anyone, however, remember to follow the rules of confidentiality and
obtain the student’s permission.
7) For how long will I be assigned to mentor a particular person?
You will most likely be assigned to your mentees for their first academic year at the
university.
15

19. Mentorship
Issues
Within
A
Diverse
Community
UCR is a diverse campus and supports that diversity in its many manifestations. A diverse
graduate student population greatly enriches the scholarly, cultural, and social activities at the
University. The Graduate School is therefore committed to examining the issues that students
from historically underrepresented or marginalized populations face, with the expectation
that ultimately this will be of assistance to all of our graduate students. The purpose of this
section is to present the experiences of a diverse array of graduate students.
Many common issues surface in different populations of graduate students. Yet there are also
issues unique to or of greater concern to one set of students than another. Moreover, not all
students from a particular group share the concerns listed. Indeed, a great deal of variability
exists within each group in regard to their perspectives and experiences. Therefore,
comments such as “women can find it difficult to speak up in class,” refer only to the
frequently shared issues of that community.
Many of the students you will be mentoring will recognize their experiences in the text
below. We want them to take comfort in knowing they are not alone. We want you to
understand that these feelings are widespread and the result of varying life experiences. We
hope the following material will provide you with insight into issues facing others who are
different from you.
After
detailing
each
issue,
we
offer
preliminary
actions
you
can
take
to
help
to
improve
the
graduate
experience
for
your
mentees.
In
many
cases,
these
suggestions
will
apply
to
you
as
a
member
of
the
academic
community
in
addition
to
your
position
as
a
peer
mentor.
In
the
mentee
handbook,
we
likewise
list
actions
that
students
can
take
to
improve
their
own
graduate
experience.
We
consider
all
of
these
to
be
just
the
start
of
possible
recommendations.
We
would
appreciate
hearing
from
you
about
other
ideas
so
that
we
can
share
these
with
the
graduate
community
as
well.
16

20. Common Themes Across Groups
The Imposter Syndrome
At one time or another, nearly every graduate student wonders about his or her
competence: “Sure, I got into grad school, but it is just a matter of time before (insert bad
news here: I am exposed, I get kicked out, they find their mistake,
or I fail.) I am obviously not as smart as everyone else, and that
will soon become obvious.”
Often, even new faculty members suffer from the imposter
syndrome, wondering if the first or the second published article
was a fluke, if it is possible to repeat the kind of success they have
had. The impostor syndrome runs rampant in academia - and women and minority students
are especially prone to it.
The impostor syndrome is the feeling of being an intellectual fraud, and it is particularly rife
among high achieving persons. It is characterized by the inability to accept one’s success:
denying accomplishments, awards, and academic excellence, as well as dismissing success as
simply luck, good timing, or perseverance. Those who suffer from Imposter Syndrome
believe that they have only fooled people into accepting them into their university or
program. They deem themselves less capable than others believe. This, of course, is not true.
What it is, however, is damaging to a graduate student’s self-esteem, and therefore, to his or
her productivity. The Imposter Syndrome perpetuates an unwillingness to contribute to
discussions or to take reasonable risks in research projects for fear of being found out.
SUGGESTIONS
• Realistic and accurate assessments of performance are essential to eliminating the imposter
syndrome. It is difficult, however, to help sufferers because they often believe that you are
fooled too. Try documenting the successes of your mentee, including the specific actions that
led to the success. Note the experience and qualities that the mentee brings to the University.
When your mentee seems particularly doubtful of his or her performance, recite the details of
the recent success.
17

21. • If appropriate, share your own feelings of inadequacy as an intellectual. Knowing that most
people question their abilities allows new sufferers to look past this emotional barrier.
Need for Role Models
Students from historically underrepresented or marginalized groups have a harder time
finding faculty role models who might have had experiences similar to their own. As some
students say, they want to find “someone who looks like me;”
“someone who immediately understands my experiences and
perspectives;” “someone whose very presence lets me know I, too,
can make it in the academy.”
SUGGESTIONS
• If the faculty in your department are ostensibly homogenous, make
a case for how diversity will enhance your program. Help your department identify and
recruit new faculty who represent diverse backgrounds.
• Encourage your mentee not to assume that faculty lack similar experiences to them just
because they look different. Many faculty come from places where racial groups we
consider “white” are discriminated against, and many faculty come from socioeconomically
or educationally disadvantaged backgrounds. Acknowledging that there is great variance
even in what appears to be a homogenous faculty can enrich your mentees’ experience in
academia.
Questioning the Canons
Students from underrepresented or marginalized groups,
particularly those in the social sciences and humanities,
sometimes find that their perspectives or experiences do not fit
into the current academic canons. At the worst extreme, some
students say that when they select research questions focusing
on race, gender, class, or sexual orientation, professors deem their work irrelevant. More
commonly, underrepresented students find that their experiences are missing from current
18

22. theory and research. These students need safe environments where their thoughts can be
shared and valued, as they explore, and possibly challenge, traditional inquiry.
SUGGESTIONS
• Be open to hearing other people’s experiences, particularly those people from backgrounds
different from yours. Think about the ways that race, gender, class, sexual orientation,
ethnicity, and other characteristics help to expand the types of questions that are asked and
the approaches used for answering them. Encourage your mentee to refer to texts, studies,
and experiences in class that may not be part of the recognized canon, but which can enhance
the classroom experience for everyone. Remind them that the introduction of women and
minorities’ perspectives have brought about the development of whole new disciplines, all of
which have greatly enriched the University environment.
Fear of Being Categorized as a “Single-Issue” Scholar
Some students are concerned that by selecting dissertation topics that focus on such issues as
gender, race, or sexual orientation, others will see them as
being only interested in these topics for the rest of their
professional careers.
SUGGESTIONS
• Ask where a person’s research interests lie rather than
making assumptions about them based on their personal
characteristics or past work. Remind your mentees to do the same. Seeing how research
focuses of faculty often shift may alleviate their fears of being limited by their initial research
interests.
Feelings of Isolation
Students from historically underrepresented groups can feel particularly isolated or alienated
from other students in their departments, especially if the composition of a program is highly
homogenous.
19

23. SUGGESTIONS
• Be aware of students who seem to be finding it difficult to take active roles in academic or
social settings and find ways to include them. Ask them about their research interests,
hobbies, and activities outside of school.
Burden of Being a Spokesperson
Students from underrepresented groups often expend a lot of time and energy speaking up
when issues such as race, class, gender, or sexual orientation arise or are being ignored.
These students point out how most of their peers have an advantage in not carrying such a
burden.
SUGGESTIONS
• Don’t assume your experiences are the norm. Question how race, class, gender, or other
characteristics provide different perspectives from your own.
• When you see students taking on spokesperson roles, tell them and others what you have
gained from their contributions to discussions. These words of appreciation support the
student and lend legitimacy to minority or marginalized viewpoints.
Suffering from Stereotypes
Few of us go through life without suffering the experience of others’ assumptions. While
each identity group may face different issues and experiences, all students from that group
will not share the same thoughts and perspectives. Social class, geographic origin, economic
status, health, and a wealth of other factors also play an important role in shaping behaviors
and attitudes.
SUGGESTIONS
• Recognize each person’s unique strengths and scholarly promise.
20

24. Themes Particular to Specific Groups
Women Graduate Students
Assertiveness
While traditionally females have been raised to be polite and soft-spoken, it is clear that
successful graduate students need to assert themselves in classroom discussions. Many
women say that they have difficulties in speaking up in class. Too often, they find that in
order to say something in class, they have to interrupt another student. Women often see
interjecting themselves in this manner as being rude and disrespectful. Some fear that their
lack of participation in discussions will be wrongly interpreted as their not having any
thoughts at all. On the other hand, other women tell us that when they assert themselves, they
are subjected to criticism in a way that men are not, even though it is the same behavior.
Competitiveness
Research has verified that many students, but especially women, can feel alienated by the
competitive and critical atmosphere that pervades many graduate programs. Women are
certainly capable of being critical of others’ work when they think it is appropriate, but they
think some students are being overly critical in order to appear intellectually superior.
Women, and other students, too often see that the system does not reward one for praising the
contributions of other scholars.
SUGGESTIONS
• Remember to note your mentee’s achievements.
• Encourage your mentee to join into even the most enthusiastic classroom discussion.
Remind her or him that people interrupt not only to disagree or silence a bad idea, but also to
support or advance exciting new thoughts or ideas.
• Encourage your mentee to talk to the professor of a class in which she feels marginalized or
ignored.
21

25. For more information on Women’s Resources
Women's Resource Center
The Women's Resource Center (WRC) at the University of California, Riverside offers
programs and services which provide awareness and proactive response on female and male
students' issues and concerns, connecting theory, research, experiential learning, co-
curricular development, and practical application. The WRC promotes student retention,
safety, equal opportunity, and knowledge and skill development. The Center enhances
quality of life through advocacy, educational programs, counseling, enrichment activities,
support groups, and referrals.
260 Costo Hall Department of Women's Studies
Riverside, California 92521 2033 CHASS Interdisciplinary Building
(951) 827-3337 University of California, Riverside
Adrienne Sims, Director Riverside, CA 92521
(951) 827-3466 Phone: 951-827-6427
drasims@ucr.edu Fax: 951-827-6386
http://wrc.ucr.edu/ http://www.womensstudies.ucr.edu
22

26. Lesbian, Gay, Bisexual, Transgendered, Queer (LGBTQ)
Graduate Students
Homophobia
LGBTQ students say that it is not uncommon to encounter homophobia
in the classroom. Remarks can range from the blatantly offensive to the less obvious such as
“that is so gay.”
Heterosexism
LGBTQ students often hear professors and students in classes or in social settings discuss a
given subject with the unconscious assumption that everyone is heterosexual. Even faculty
and students who are aware of gender and racial issues may be unaware of their tendency to
think about the world from an exclusively heterosexual perspective. As a result, LGBTQ
students may find their experiences are not represented in research or in discussions.
Disclosing
Being out as an LGBTQ student (or faculty) is not a one-time
event, but instead is a decision the person experiences each
time she or he enters a new situation. LGBTQ students face a
burden of having to assess the personal, social, and political
ramifications of disclosing their sexual orientation each time
they do so. Since heterosexual students do not have to
disclose their sexuality, only LGBTQ students face these
physically and emotionally draining experiences.
SUGGESTIONS
• Enter every educational situation assuming there are LGBT students present who may not
feel safe in being out.
23

27. • Be sensitive to whether anti-gay comments are being made, and discuss how they may be
offensive to others.
• Be aware that examples you and others in a class or discussion are
using may be based on heterosexual experiences. For example,
when talking about families, don’t speak as if every family is
composed of a husband, wife, and children. Simply using a word like
“spouse and partner” instead of just “husband,” or “wife” can go a long
way in making LGBTQ students (and unmarried students) feel they are represented in the
discussion.
• Encourage mentees to speak up in class if they feel the language being used is not inclusive
of them. Explain that they can simply model more inclusive language; for example, the
mentee can use the term “partner” rather than husband or wife. If they feel comfortable
doing so, they can explicitly point out that this kind of heterosexual assumption has been
made.
For more information on GLBTQ Resources
Lesbian Gay Bisexual Transgender Resource Center
The LGBT Resource Center provides support, education, and advocacy regarding sexual
orientation and gender identity for the UC Riverside campus community.
245 Costo Hall
University of California, Riverside, CA 92521
http://out.ucr.edu/
24

28. Underrepresented Minority Graduate Students
Students of color speak passionately about many issues, most of which are covered in the
section entitled “Common Themes Across Groups.” Among these issues, the one most often
cited was their lack of role models. The few faculty of color at the university level reduces
their chances of finding someone in their fields who “looks like them.” Likewise, low
numbers of faculty of color convey the message that the academy remains an unwelcoming
environment for many who are not white. Many underrepresented students, especially
African American and Latino students, sometimes feel other students and faculty assume
they are less qualified to be in graduate school. On the other hand, Asian American students
are burdened by the “model minority” myth, which assumes they are exemplary students
particularly in math and science. Stereotyping in either direction has negative consequences
for students of color.
Sometimes underrepresented students are, or feel, overlooked for Graduate Student Instructor
and Graduate Student Research Assistant appointments. As a result, these students have
fewer opportunities to interact with faculty or to experience the formal and informal
mentoring that occurs for student instructors or research assistants. They also miss the
teaching and research experiences that strengthen their graduate work and their curricula
vitae.
SUGGESTIONS
• Understand that different underrepresented groups face different issues and experiences
from your own. Yet do not assume that all students from one group will share the same
thoughts and perspectives. Remember that economic and geographic origin play an important
role in shaping people’s behaviors and attitudes.
• You can help erase stereotypes by recognizing each student’s unique strengths and
scholarly promise.
• Think about the ways you have been socialized and make efforts to increase your awareness
and knowledge about these issues.
25

29. For more information on Underrepresented Minority Students
Office of Affirmative Action
The Office of Faculty & Staff Affirmative Action at UCR provides comprehensive services
to the campus addressing questions and concerns regarding equal employment opportunity
and affirmative action in employment. The Office strives to eliminate inappropriate barriers
in accordance with Federal and State laws, as well as University policies. Services provided
to the campus include policy development and updating of the campus’ Affirmative Action
Plan, investigations of complaints, mediation of disputes, as well as advising the campus on
laws, rules, regulations, and issues affecting equal opportunity and affirmative action. In
addition, the office monitors the recruitment and selection of faculty.
Surge Building 339
900 University Ave
Riverside, CA 92521
951-827-5604
AffirmativeAction@ucr.edu
African Student Programs
Born from the historic struggles against oppression in all forms, African Student Programs
was created in 1972 to sustain a socially just and inclusive campus community. As people of
the African Diaspora, we honor our multiple identities and cultures and advocate for their
inclusion in defining the values of the university.
133 Costo Hall
Riverside, CA. 92521
Phone: 951-827-4576
Fax: 951-827-3995
http://asp.ucr.edu/
Asian Pacific Student Programs
The Asian Pacific Student Programs Office strives to promote a diverse learning
environment, providing the UC Riverside community with opportunities to learn from and
about the Asian and Pacific Islander student population. We support students in their pursuit
of academic excellence, and as they contribute to the growth of our campus. We strive to
maximize each student's leadership potential, promoting their involvement in defining their
own issues and advocating for their own concerns. We promote an educational dialogue that
respects and embraces the unique histories and experiences of ethnic communities, and
incorporates these values into the development of the cultural fabric of the institution.
244 Costo Hall
University of California, Riverside, CA 92521
26

30. 95- 827-7272
http://www.apsp.ucr.edu/
Chicano Student Programs
Chicano Student Programs was founded on campus in 1972. It remains the only existing
Chicano student services department in the UC system. The “official” purpose of Chicano
Student Programs was to “create a vehicle for professors to become active with the Chicano
community.” But Chicano faculty along with students and staff on campus were already
reaching out to the community so the need to solidify these efforts was addressed by creating
Chicano Student Programs.
Estella Acuña
Director
E-mail: estella.acuna@ucr.edu
Phone: 951- 827-3822
http://csp.ucr.edu/
Native American Student Programs
The Native American Student Programs office provides educational, cultural, and social
support for American Indian students. This office coordinates a variety of activities designed
to expand education awareness for American Indian students as well as the campus
community. NASP encourages the development and enhancement of leadership and
interpersonal communication skills through active participation, which makes it possible to
plan and implement innovative programs, that promotes and educates the campus community
about the uniqueness of American Indians.
Office Hours: M-F 8a.m. - 5p.m.
Phone: 951-827-4143 951-827-4396
Joshua Gonzales- joshuag@ucr.edu
John Valdez- john.valdez@ucr.edu
Mailing Address:
Native American Student Programs
University of California, Riverside
229 Costo Hall
Riverside, CA 92521
www.nasp.ucr.edu
27

31. International Graduate Students
Issues of Culture and Language in the Classroom
Choosing to study in the United States means that international students now need to function
in a second language and adjust to a new set of cultural and educational norms (Trice 1999).
For instance, many international students find American classes to be unnecessarily
competitive. Students from East and Southeast Asia, who were trained in educational systems
where the student’s role is to be passive, are shocked to see American students speaking up
without being called upon and challenging the remarks of professors and peers. They fear
that if they do not exhibit these behaviors, the faculty will judge them to be less capable
and/or less intelligent. Many international students also state they are unclear about academic
rules and regulations. Lastly, some international students have expressed disappointment
with the fact that their classes incorporate very little in the way of international perspectives
and that American faculty and students undervalue the experiences they bring into the
classroom.
Social Stresses
While many graduate students experience the stress of having moved away from families and
28

32. friends, international students have an even greater sense of displacement. International
students who bring their partners and children with them have worries about how well their
families are adjusting to American life overall and to Riverside in particular. In addition, a
significant number of international graduate students cite the following as concerns:
loneliness, not knowing how to socialize with Americans, and being unable to find people
patient enough to speak with them (Trice 1999). A further complication is that upon
returning home, international graduate students find that because of their different dress, talk
and behavior, they have become “foreigners” in their own countries.
SUGGESTIONS
• If you have ever traveled to another country, recall how you had to rely on assistance from
others as you became acclimated to the language and customs. Offer international students
the same courtesies you found you needed.
• Demonstrate your interest in international students by reaching out to them at academic and
social occasions. Ask about their research, hobbies and interests.
• If your mentee is an international student, offer to converse with them so they can practice
English. Do not assume, however, that all international students have difficulties with
English, since a number were trained in English-speaking institutions.
For more information on Resources for International Students
International Education Center
The International Education Center offers support services to those interested in
opportunities abroad, assists international students, and promotes intercultural programs. We
also make arrangements for protocol and international guests, present foreign speakers, and
house an international resources library of catalogs, books, maps, and videos on various
options for international study, work, volunteer and internships.
Statistics Computer Building, Room 1669.
Riverside, CA 92521
Tel: (951) 827-1012
Tel: (951) 827-4113
http://internationalcenter.ucr.edu/
29

33. Graduate Students with Family Responsibilities
While this section was written with students who have parenting responsibilities in mind,
many of the same issues pertain to those who are responsible for the care of
their parents or other dependents.
Dual Commitments
Students with parenting responsibilities are committed to being successful graduate students
and feel they can succeed by being highly organized and intensely focused during the blocks
of time they carve out for their studies. Unfortunately, these students often feel that some
professors and students perceive them as lacking in commitment to their fields because of
other priorities in their lives. This situation is exacerbated when an emergency makes it
impossible for them to attend classes or meetings.
Isolation
Because of family demands, students may not be able to attend some social, academic, and
professional functions. As a result, they can feel isolated from others in their cohort and from
their departments as a whole.
Time Constraints
Students with family responsibilities typically need to be home in the evenings to tend to
those in their care. Difficulties can emerge in a group project since commonly other students
find the evenings the best time to meet. In addition, it is often difficult for students with
parenting responsibilities to come back to campus for evening lectures or departmental
meetings.
SUGGESTIONS
• If your mentee has family responsibilities, help explore ways to use e-mail attachments to
transmit documents and the Internet to facilitate group project meetings and discussions.
30

34. • Plan a departmental social event where it would be appropriate for
students, faculty, and staff to bring their children along. For these
events, make sure you pick a time of day when families can attend.
Be sure the invitation specifically states that children are welcome.
• For those events that cannot accommodate children, continue to extend invitations to
students with family responsibilities (unless they direct you to do otherwise). Do not take it
upon yourself to stop inviting them just because they have declined events in the past.
• If you have children, discuss them openly and freely with your mentees. Doing so will
show students that it is possible to have a family and a successful academic career.
For more information about resources for students with dependent families
Counseling Center
The Counseling Center is dedicated to creating a positive, healthy atmosphere at UCR,
working with students to provide an environment that promotes their academic, career,
personal, and social development. The center’s clinical team provides counseling services to
currently enrolled undergraduate and graduate students, in addition to consultation and
programming services to the broader university community.
We encourage you to use our services and view us as an integral part of your university
support system. We are committed to working with you in strengthening your personal
awareness and helping you grow and develop in ways that allow you to take advantage of the
educational opportunities at UCR.
Counselors are available by phone 24 hours, seven days a week, at (951) 827-5531.
31

35. Graduate Students from Working-Class Backgrounds
Economic Concerns
Students from working-class backgrounds often do not have family members they can turn to
for monetary support through graduate school. In addition,
some students have the responsibility of financially supporting
parents, siblings, or other relatives.
Access into Professional Networks
These graduate students are aware they may not have or know
how to develop professional networks as effectively as their
peers who come from more advantaged backgrounds
(especially those who grew up within academic families). This
disparity is most visible when they attend conferences or when
they seek summer employment.
Summer Professional Opportunities
These graduate students also see a progressive disparity in what they and their more
advantaged peers can do during the summer. The latter, because of their families’ financial
assistance and their enhanced access to professional networks, can more easily afford and
secure internships which provide them with further professional development. In contrast,
students from working-class backgrounds may need to work in better paying jobs which are
far removed from their graduate studies. Thus, students from working-class backgrounds feel
they are falling behind in their graduate careers by not having more relevant job experiences
over the summer. In addition, they fear some professors may not understand their financial
situations and mistakenly assume they are less seriously involved in their academic work
than more advantaged students.
32

36. Difference in Background Experiences
Students from working-class backgrounds also say it is intimidating to hear about the past
travels and experiences of some of their fellow students. Students, especially those in the
arts, humanities, and social sciences, can feel vulnerable knowing that some of their peers
have traveled to, or even lived in, the foreign countries they are studying.
Some research has found that working-class students have a sink-or-swim philosophy and
maintain an emotional toughness that prevents them from reaching out to mentors or faculty
when they are failing or need help
Disjunction with Identity, Family, and Friends
Once assimilated into their disciplines, students can often find it is both more difficult to talk
to their families and old friends about their work and for families and friends to understand
their new endeavors. This communication gap can make students feel like they are no longer
able to live within their old worlds, but they are not yet comfortable in their new worlds.
Working class students generally want upward mobility and want to take on a middle-class
identity, but generally, they don't want to jettison all of their working-class identity, relations,
or values. For example, working-class people often value independence—being able to do
tasks alone; they value community—extended family and neighbors; they tend to value
frugality and are by necessity recyclers and anti-consumerist; and they often value respect for
elders and authority. This is neither to say that these qualities are always mainstay in
working-class families, nor is it to say they are absent in middle and upper class families, but
rather to point to strengths apparent in the working-class that might be valued as
maintainable aspects of personal history. Acknowledging and supporting these strengths as
viable tools with which to navigate the academy and beyond will go far to encourage
working-class students. Sharing these values with middle-class graduate students might help
them understand both their working-class classmates and the values that they bring with them
to the university.
33

37. SUGGESTIONS
• Mentors should try to be sensitive to the continuum of assimilation and help their mentees
negotiate it in ways appropriate for each particular mentee. For example, a working-class
student may enjoy activities directly associated with the working class, like country music or
heavy metal; he or she may not immediately begin to attend recitals of the English horn.
• Explain your role as a peer mentor to your mentees. Ask them if they need help, particularly
if they are not coming to ask your advice.
• Give students opportunities to discuss their own identities, histories, and cultures.
• Make an extra effort to introduce these students to the people you know who could be
helpful to them. Assist them in expanding their networks.
• Be aware that not all students have the same academic networks to draw on. Show them
how you developed and use your networks.
• Be alert to funding opportunities, especially for the summer period. Be sure to pass this
information on to your mentees, especially those you feel most need it.
The process of assimilation is long. It doesn't happen overnight, and there are no easy
answers.
34

38. Graduate Students with Disabilities
Obviously students with disabilities have different needs and concerns depending upon the
types of disability they have. For example, a student who is visually impaired has
needs different from a student who uses a wheelchair or a student with a learning
disability. Yet students’ needs also vary depending upon whether they have
had their disabilities since birth or whether their disabilities developed later in
their lives. In this section, we try to address issues confronting those students with physical
disabilities, those with learning disabilities (such as attention deficit disorder and dyslexia)
and those with psychological illnesses (such as depression and bipolar disorder).
Reluctance to Ask for Help
Students with disabilities often fear that they may appear to be too dependent—or become
too dependent—if they ask for help. This is especially true for those who have experienced a
fairly recent onset of a disability and are unaccustomed to asking for help, as well as for
those who have disabilities that are invisible to others, such as individuals with learning
disabilities or chronic psychological illnesses.
Effort Exerted Just to Keep Up
For those with physical and learning disabilities, meeting the basic requirements demands
much more time and energy than it does for students without disabilities. Some students find
they cannot participate in certain professional activities (such as submitting papers for
conferences) as much as they would like because they need to devote all their time and
energy to meeting the deadlines of their programs.
35

39. Problems that Arise from Last Minute Changes
Changes in reading assignments can be very difficult for students who are
visually impaired. At the beginning of the semester, students
who are blind or severely visually impaired have their readings
converted into Braille. Any readings added on at a later date mean they
need to make special emergency trips to have these new materials translated in a short period
of time. Changes in room locations are also a hardship for visually and physically challenged
students.
SUGGESTIONS
• Don’t hesitate to ask students with physical disabilities if they need assistance, but don’t
force your help upon them. Offering to aid someone is much different from assuming he or
she is incapable of performing a task.
• Assume that there are students with invisible disabilities (such as learning disabilities and
psychological disabilities) in your classroom and among your cohort.
• Students with psychological disabilities may display their symptoms by isolating
themselves or by behaving impulsively or inappropriately. Continue to provide support to
these students during their difficult times.
For more information on resources for graduate students with disabilities
Student Special Services
Every student at UC Riverside deserves to have the opportunity to make the most of their
university experience. That’s why we ensure that students with disabilities have equal access
to educational programs and can fully participate in all aspects of campus life. Our
department is also a safe haven for Veterans and their families.
Whether you’re affiliated with the Army, Navy, Air Force or Marines, you’re a UCR
Highlander now and we want to help you obtain all of the educational benefits you’ve
proudly earned.
36

40. Our regular office hours are Monday through Friday, 8:00 a.m. to Noon and 1:00 p.m. to
5:00 p.m. The office is open year-round except for University Holidays.
125 Costo Hall.
Riverside CA 92521
http://specialservices.ucr.edu/
37

41. Returning Graduate Students
It is common for returning students (students who are not beginning their graduate work
shortly after completing their undergraduate degrees) to be more focused and aware of what
they want out of graduate school than their younger colleagues. Perhaps one of their biggest
assets is that they are not intimidated by the prospects of engaging in discussions with
faculty. Yet older students often face their own types of problems:
Devaluation of Life Experiences
Many older students return to school after spending a considerable number of years either
running a business, serving in the military, working in industry or the public sector, or raising
a family. One of the most difficult issues these students face is sometimes finding that their
relevant ‘real life’ knowledge is of little use or value in the classroom. This is particularly
frustrating when their vast array of experiences contradict the research and theory they are
studying.
Fear of Having “Rusty” Skills
Older students who have been out of school for a number of years can fear competing with
their younger counterparts. They may see the younger students as being
more up-to-date on the current issues within their disciplines and as
having more computer experience.
Invisibility in the Classroom
Older students commonly describe how bad they feel when a professor refers to something
from several decades back and then says, “And of course none of you would remember that.”
Although not intended in a harmful way, this remark makes older students feel as though
their presence in the classroom is not being acknowledged.
38

42. Isolation from Fellow Students
Because of the age differences between them and their peers, many older students feel
somewhat socially isolated. Although friendships can develop with their younger colleagues,
older students are aware that some of their fellow students are the ages of their own children.
Furthermore, many older students no longer want to be in the places where younger students
go to relax and socialize
Awkwardness with Faculty
Non-traditional age students can be close in age or even significantly older than their
professors. These students tell us that some faculty are much more comfortable with the
younger students than with them.
SUGGESTIONS
• Show your interest in older students by finding out what they did before they entered their
graduate programs and how their life experiences might be relevant to the classroom setting.
• Welcome and value the special contributions older students make in class discussions.
• Ask your mentees to suggest meeting places so that they do not feel forced to interact in
spaces that are uncomfortable for them.
39

43. Wrapping
It
Up
Certainly, mentors won’t encounter all of the problems presented in the pages above, and
certainly not every person from the groups we have discussed feels the same way about all of
these issues. We are all products of our environments; we are each unique, but we hope that
those issues we have pointed to will help mentors understand those feelings and positions
described here.
While it may seem that we make accommodations for underrepresented and non-traditional
students, let us remember that the original scholar had his accommodations built into the
academic system as it developed. It was a program created to serve a certain select sector of
the public. We condone neither lowering academic standards nor offering special favors;
rather, now we work to expand the service area of the university to accommodate the vast
array of students who have opportunities that at one time very few enjoyed.
We have much to learn from our own faculty and students here at UCR. We want to
encourage ongoing conversation about mentoring and diversity issues within the Graduate
School, and we welcome your participation in that discussion. Feel free to contact Kim
Palmore, Director of Professional Development by phone at 951-683-6113 or by email at
kim.palmore@ucr.edu with any comments and suggestions you have.
Graduate school, and life as a whole, can at times be very stressful. Students and faculty need
to be aware that there are various ways students can obtain professional assistance for issues
that may arise.
40

44. Graduate Division Contacts
Deans
100 University Office Building
951-827-4302
Joseph W. Childers
Graduate Dean
graddean@ucr.edu
Ken Baerenklau
Associate Dean, Graduate Academic Affairs
Responsibilities include petitions, employment, grievances, academic integrity and
professional development. ken.baerenklau@ucr.edu
Leah Haimo
Associate Dean, Recruitment and Outreach
Responsibilities include graduate student recruitment and outreach, supervision of
UCLEADS and AGEP programs.
leah.haimo@ucr.edu
Dean’s Office
Kennet Lai
Assistant Dean
Chief staff officer, budget control (graduate student financial aid and departmental budget)
kennett.lai@ucr.edu
Amanda Wong, Analyst
amanda.wong@ucr.edu
Sherry Gonzalez, Analyst
sherry.gonzalez@ucr.edu
Yung Phung
Senior Administrative Analyst
Graduate Support Management Manages fellowship budgets and works with programs to
provide financial reporting and data analysis relating to fellowships and recruiting
yung.phung@ucr.edu
41

45. Academic Affairs140 University Office Building
951-827-3315
The Academic Affairs section of the Graduate Division is the unit within the Graduate
Dean’s Office that handles all matters pertaining to the academic record, employment, and
fellowships of graduate students. We work closely with the Graduate Advisers and Graduate
Program Assistants on problems that may arise in these areas with their graduate students
helping them to interpret the rules and regulations of the Office of the President, Academic
Senate, and Graduate Council. The division also approves all student petition, dissertation,
thesis, and qualifying exam committees for the Dean, approves all advancement paperwork
and all theses and dissertations. Additionally, we provide the certificate of completion of all
degree requirements. If the student needs assistance in finding financial support this office
provides help.
Linda G. Scott
Director
Oversees all matters relating to graduate academic affairs, employment and TADP
gdivls@ucr.edu
Karen Smith
Administrative Analyst
Oversees graduate student employment and fellowships; processes petitions for leaves,
Withdrawals, half-time status and ESL issues
karen.smith@ucr.edu
Kara Oswood
Administrative Analyst
Responsible for degree progression issues and petitions, including committee approval,
advancement to candidacy, dissertation/thesis formatting, and graduation
kara.oswood@ucr.edu
42

46. GradPREP
GradPREP launched in graduate division this year. It includes well established programs: the
Teaching Assistant Development Program (TADP) and the One to One TA Mentor Program;
developing programs: The English Language Development Program (ELDP), The Graduate
Student Mentoring Program (GSMP), and The University Teaching Certificate Program
(UTC); and introduces this year The Graduate Student Writing Center (GSWC) and The
Graduate Student Resource Center (GSRC). The GradPREP concept engages faculty,
departments, and graduate division in an effort to provide professionalizing opportunities to
UCR graduate students. The programs supported through GradPREP offer support services,
work experience opportunities, and career help. GradPREP both establishes a community for
UCR graduate students and encourages them to realize their full potential.
Kim Palmore
Director, Professional Development
Oversees GradPREP Programs. Assists in development of special projects and grant
proposals pertinent to graduate student professionalization.
kim.palmore@ucr.edu
Academic Preparation and Outreach
Academic Preparation and Outreach is a vital component of the Graduate Division (and the
campus as a whole) and strives to diversify and increase our graduate student population by
facilitating the recruitment and retention of highly qualified students in UCR's 45 graduate
programs.
Maria Franco-Aguilar
Director
Conducts graduate student outreach and recruitment activities. Coordinates diversity
fellowship competitions, Mentoring Summer Research Internship Program, UC LEADS and
AGEP. Assists in development of special projects and grant proposals pertinent to graduate
student recruitment.
maria.franco-aguilar@ucr.edu
43

47. Academic Integrity Guidelines
(Taken from Academic Senate Policies: www.senate.ucr.edu)
At the University of California, Riverside (UCR) honesty and integrity are fundamental
values that guide and inform us as individuals and as a community. The academic culture
requires that each student take responsibility for learning and for producing work that reflect
their intellectual potential, curiosity, and capability. Students must represent themselves
truthfully, claim only work that is their own, acknowledge their use of others’ words,
research results, and ideas, using the methods accepted by the appropriate academic
disciplines and engage honestly in all academic assignments. Misunderstanding of the
appropriate academic conduct will not be accepted as an excuse for academic misconduct. If
a student is in doubt about appropriate academic conduct in a particular situation, he or she
should consult with the instructor in the course to avoid the serious charge of academic
misconduct.
CHEATING
Examples include but are not limited to:
· copying from another student's examination, quiz, laboratory work, or homework
assignment
· possession or use of pre-prepared notes or other resources, during an examination
· allowing others to conduct research or to prepare work for you
· submitting for academic advancement an item of academic work that you have previously
submitted for academic advancement
PLAGIARISM
Includes the copying of language, structure, or ideas of another and attributing (explicitly or
implicitly) the work to one’s own efforts. Plagiarism means using another's work without
giving credit. Examples include but are not limited to:
· copying information from computer-based sources, i.e., the Internet
· allowing another person to substantially alter or revise your work and submitting it entirely
as your own
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48. UNAUTHORIZED COLLABORATION
Examples include but are not limited to:
· working with other students to do work, review books, or develop a presentation or report
without permission or direction from the instructor to do so
· making information available to a student who did not attend the class
· submitting a group assignment, or allowing that assignment to be submitted, representing
the project is the work of all of the members of the group when less than all of the group
members assisted substantially in its preparation
FACILITATING ACADEMIC DISHONESTY
Examples include but are not limited to:
· intentionally or knowingly helping or attempting to help another student to commit an act of
academic misconduct
· permitting your academic work to be represented as the work of another
· signing-in or substituting for another student in order to meet an academic requirement
· providing specific information about a recently given test, examination, or assignment to a
student who thereby gains an unfair advantage in an academic evaluation
INTERFERENCE OR SABOTAGE
Examples include but are not limited to:
· destroying, stealing, changing, or damaging another’s lab experiment, computer program,
term paper, exam, or project
FABRICATION
Examples include but are not limited to:
· falsifying the results of any academic work or fabricating any data or information
· falsifying, altering, or misstating the contents of documents or other materials related to
academic matters
FAILURE TO COMPLY WITH RESEARCH
REGULATIONS: Failure to comply with research regulations such as those applying to
human subjects, laboratory animals, and standards of safety. As a student you should be
familiar with the policies and guidelines set forth for research regulations.
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49. Web Resources for Peer Mentors
University of Wisconsin, Milwaukee Peer Mentoring Resources
http://www.uwm.edu/letsci/edison/pmlinks.html
Mentoring Peer Resources
http://www.mentors.ca/mentor.html
San Jose State University Peer Mentor Program
http://www.sjsu.edu/muse/peermentor.htm
Mid Michigan Community College Peer Mentors
http://www.midmich.cc.mi.us/Peer_Mentor/default.htm
University of Michigan Peer Mentors
http://www.onsp.umich.edu/mentorship/peern.html
University of Tennessee, Memphis Peer Mentoring
http://www.utmem.edu/transplant/peermentoring.html
The Mentoring Group
http://www.mentoringgroup.com/home.html
Formal mentor programs
http://www.ed.gov/pubs/OR/ConsumerGuides/mentor.html
Mentoring categories
http://www.teachermentors.com/MCenter%20Site/MCategoryList.html
Mentoring resources and links
http://www.mentors.net/Links.html
National Mentoring Partnership
http://www.mentoring.org
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50. Works Cited and Consulted
“Graduate Student Peer Mentoring Handbook.” Graduate Student Senate. Washington
University. Missouri. 2002.
Hesli, V., Fink, E., Duffy, D. (2003, July). Mentoring in a positive graduate student
experience: Survey results from the Midwest region, Part I. PS: Political Science and
Politics, 36(3), 457
“How to Mentor Graduate Students: A Guide for Faculty” Rackham Graduate School.
University of Michigan. <http://www.rackham.umich.edu/
StudentInfo/Publications>.ac
King, M. F. (2003). On the Right Track : A Manual for Research Mentors. Washington, DC:
Council of Graduate Schools.
Lee, A., Dennis, C., & Campbell, P. (2007). “Nature’s Guide for Mentors.” Nature, 447, 791-
797.
“Mentoring Handbook for Students.” UNL Graduate Studies. www.unl.edu/gradstudies/
current/dev/mentoring/
Mentors Peer Resources. Peer Resources-Learn About Mentoring. [On-line] http: www.
mentors. ca/learnmentor.html
Murrell, A. J., Crosby, F. J., & Ely, R. (Eds.). (1999). Mentoring Dilemmas: Developmental
Relationships within Multicultural Organizations. Mahwah, NJ: Erlbaum.
National Academy of Sciences, National Academy of Engineering, and Institute of Medicine.
(1997).
Nerad, M. (1992) Using time, money and human resources efficiently and effectively in the case
of women graduate students. Paper prepared for the conference proceedings of Science
and Engineering Programs: On Target for Women (March, 1992).
Nerad, M. & Stewart, C.L. (1991) Assessing doctoral student experience: Gender and department
culture. Paper presented at the 31st Annual Conference of the Association for Institutional
Research San Francisco, CA, May 1991.Omatsu, Glenn. Coordinator c/o Educational
Opportunity Program (EOP). Peer Mentoring Resource Booklet. California State
University at Northridge. <http://www.csun.edu/eop/ htdocs/peermentoring.pdf>.
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51. Paglis, L. L., Green, S. G. & Bauer, T. N. (2006, June). “Does Adviser Mentoring Add
Value? A Longitudinal Study of Mentoring and Doctoral Student Outcomes.”
Research in Higher Education, 47(4), 451-476.
Rose, G. L. (2005, February). “Group Differences in Graduate Students’ Concepts of the
Ideal Mentor.” Research in Higher Education, 46(1), 53 -80.
Scott, Elizabeth. “Build Friendships with Good Listening Skills.” Stress Management.
<http://stress.about.com/od/relationships/ht/howtolisten.htm>.
Tenenbaum, H. R., Crosby, F. J., & Gliner, M. D. (2001). “Mentoring Relationships in
Graduate School.” Journal of Vocational Behavior, 59, 326-341.
Trice, A.D. (1999). Graduate education at the University of Michigan: A foreign experience. Ann
Arbor, MI: University of Michigan, Rackham School of Graduate Studies.
UCRiverside. Home page. <www.ucr.edu>.
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