Pathway 1: Explore Mentorship 

Our Definition of Mentoring 

Mentoring is a dynamic partnership built on mutual respect, trust, and the sharing of ideas and experiences. A mentor is committed to support mentees' personal and professional development at UC Davis. 

Mentorship Outcomes 

Outcomes for Mentors:  

As a result of serving as an AAMP mentor, advisors should be able to: 

  • Guide and support colleagues in their professional growth such as in leadership and mentorship skills 
  • Foster meaningful relationships by deepening emotional intelligence and active listening skills 
  • Develop and/or refine supervisory competencies such as coaching, giving constructive feedback, and providing onboarding support 
  • Grow their campus-wide advising network 
  • Reflect on their own advising practice and professional identity  

Outcomes for Mentees:  

As a result of participating in AAMP as a mentee, advisors should be able to: 

  • Build a sense of connection and belonging within the broader UC Davis advising community 
  • Gain insights into the advising culture at UC Davis and increase in institutional awareness/knowledge 
  • Discover and apply effective advising strategies, tools, and resources to enhance their day-to-day practice 
  • Develop confidence in navigating professional challenges and career development pathways 
  • Grow their campus-wide advising network 

Value of Mentorship

Research consistently demonstrates the value of mentorship programs for professional staff advisors. Mentoring has been shown to increase retention and job satisfaction, accelerate leadership development, and reduce the steepness of the learning curve for new professionals (Dominguez, 2013). Effective mentoring is not a one-way exchange but a reciprocal relationship in which both mentor and mentee gain—whether through shared knowledge, broadened networks, or new perspectives (Moore, 2010). Without this intentional support, advisors risk limited professional growth, reduced confidence, and isolation from the larger advising community (Young, 2019).

Beyond professional development, mentoring programs play an important role in improving morale and supporting staff retention. By building confidence, fostering connection, and creating a sense of belonging, mentoring relationships directly contribute to advisor satisfaction (Inzer & Crawford, 2019; Holton, 2017). For institutions, this stability reduces advisor turnover, which not only strengthens organizational culture but also minimizes disruption for students, who benefit from continuity in their advising relationships. Mentorship also supports seasoned advisors by offering opportunities to practice leadership, collaboration, and developmental feedback, preparing them for supervisory or advanced roles (Dominguez, 2013). In sum, mentorship is a sustainable, high-impact practice that enhances advisor engagement and organizational effectiveness while improving the student experience.

References:

  • Dominguez, N. (2013). Mentoring unfolded: The evolution of an emerging discipline (Doctoral dissertation). University of New Mexico. https://digitalrepository.unm.edu/oils_etds/6

  • Holton, C. L. (2017). The impact of appreciative advising on student satisfaction (Publication No. 10608437) [Doctoral dissertation, Wingate University]. ProQuest Dissertations and Theses Global.

  • Inzer, L. D., & Crawford, C. B. (2019). A review of formal and informal mentoring: Processes, problems, and design. Journal of Leadership Education, 8(1), 1-16.

  • Moore, S. (2010). Academic advisors as mentors. In J. Givans Voller, M. A. Miller, & S. L. Neste (Eds.), Comprehensive advisor training and development: Practices that deliver (pp. 101-110). NACADA.

  • Young, D. G. (2019). Supervised practice experiences and professional preparation of graduates from student affairs master's programs. Journal of College Student Development, 60(3), 290-306.