Assessing graduate faculty perceptions of the faculty‐student mentorship dynamic.

This article explores the significance of the faculty-student mentoring relationship in graduate education. It acknowledges the challenges in defining mentoring and the need for further research in this area. The article emphasizes the role of mentoring in shaping a student's professional identity and highlights the benefits, such as increased student persistence and improved mental health. It also discusses the unique characteristics of graduate learners, such as working full-time and learning online, and the importance of considering these factors when developing a mentoring framework. The article suggests alternative models of mentoring and discusses the role of e-mentoring in doctoral programs. The study design and methodology of a survey conducted at Jacksonville State University (JSU) to assess graduate faculty perceptions of the faculty-student mentoring dynamic are described. The results of the survey highlight the roles and responsibilities of mentors and the need for a clear understanding of the mentor's role in guiding students through their programs. Overall, the article emphasizes the importance of developing an intentional mentoring framework at the graduate level to support student success. It also discusses the roles and responsibilities of mentors and advisors in the faculty-student relationship, with mentors focusing on professional development and advisors primarily focusing on academic advising. The article emphasizes the importance of preparing students beyond their degrees and building strong relationships between faculty and students. It also highlights the need for institutions to establish mentoring frameworks and support faculty in their mentoring roles. [Extracted from the article]