The Graduate Student Peer Mentor Awards recognize graduate students who exhibit stellar mentorship qualities. These graduate students are selected based on their ability to mentor undergraduate and/or graduate students, on or off campus.
Qualities of a good mentor:
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Willingness to share knowledge, skills, and expertise
A good mentor is willing to teach what he/she knows and accept the mentee where they currently are in their professional development. Good mentors can remember what it was like just starting out in the field. The mentor does not take the mentoring relationship lightly and understands that good mentoring requires time and commitment and is willing to continually share information and their ongoing support with the mentee.
Provides guidance and constructive feedback
One of the key responsibilities of a good mentor is to provide guidance and constructive feedback to their mentee. This is where the mentee will most likely grow the most by identifying their current strengths and weaknesses and learning how to use these to make them successful in the field. A good mentor possesses excellent communication skills and is able to adjust their communication to the personality style of the mentee. A good mentor will also provide the mentee with challenges that will foster professional development and a feeling of accomplishment in learning the field.
Personal interest in the mentoring relationship
Good mentors do not take their responsibility as a mentor lightly. They feel invested in the success of the mentee. Usually this requires someone who is knowledgeable, compassionate, and possesses the attributes of a good teacher or trainer. Excellent communication skills are also required. A good mentor is committed to helping their mentees find success and gratification in their chosen profession. Overall good mentoring requires empowering the mentee to develop his/her own strengths, beliefs, and personal attributes.
Values the opinions and initiatives of others
A mentor who values others is also someone who works well in a team environment and is willing to share his/her success. A good mentor appreciates the ongoing effort of the mentee and empowers him/her through positive feedback and reinforcement.
Motivates mentees through setting a good example
A mentor is usually highly motivated, dedicated, and has a strong work ethic themselves and by exhibiting these qualities, sets a good example for mentees.
Looks for ways to improve mentoring skills
A mentor strives to improve her or his skills by keeping up with best practices. Fortunately, at UW–Madison there are a number of resources that can help with this. For instance, programs like Delta offer mentor training opportunities. The Institute for Clinical and Translational Research offers resources for research mentors. Finally, faculty such as Prof. Angela Byars-Winston research quality mentoring habits and want to help more people take up these habits. These and many other efforts have led UW–Madison to be a leader of the National Research Mentoring Network.
Ariel Borns is a PhD student in the Department of Educational Policy Studies (EPS) in the School of Education at the University of Wisconsin–Madison. With a concentration in Comparative and International Education, her ethnographic research focuses on the various intersections of migration, international development, youth, and gender. Ariel has supported graduate and undergraduate students in the EPS department as an instructor, teaching assistant, and a graduate student representative. She holds an MA in EPS from the University of Wisconsin–Madison, an MA in Teaching from Clark University, and BA in International Development and Social Change and Spanish from Clark University. She is a Graduate Research Fellow for the Institute for Research on Poverty and a Latin American, Caribbean and Iberian Studies Program affiliate. She is currently a Project Assistant for the Center for Research on Early Childhood Education. Prior to graduate school, she was a middle school teacher in the United States.
Annaliese Grant is a PhD candidate in the Sociology Department at the University of Wisconsin–Madison. She broadly studies relationships, responsibilities, and media use among low- and middle-income families in the U.S. using both qualitative and quantitative methods. She has spent the last two years acting as the chair of the Sociology Graduate Mentoring Committee in her department, matching incoming first-year students with graduate student peer mentors and hosting mentoring events throughout the academic year. She cares deeply about information-sharing and community-building in graduate programs and has sought to foster those relationships among peers across the department.
Taylor L. Watterson
Taylor is a PhD Candidate in the Health Services Research in Pharmacy (HSRP) program at the University of Wisconsin–Madison School of Pharmacy. Taylor’s research focuses on describing fatigue in pharmacists—developing ways for health care practitioners to work at the top of their licenses. In addition to academic and research roles, Taylor also works as a pharmacist at several independent community pharmacies throughout the Madison area. Taylor’s mentoring philosophy involves valuing the individual, encouraging mentees to best the best versions of themselves, and creating an environment where mentees are excited to learn and motivated to apply what they are learning. She had the opportunity to mentor and advise junior graduate students as they enter the HSRP program, professional pharmacy (PharmD) students interested in research, as well as the UW–Madison Chapter of Kappa Psi Pharmaceutical Fraternity.
Civil and Environmental Engineering
“Winning this award is a reminder to me of the importance of mentorship and education,” Beau says. “This award will not only renew in myself an interest in mentoring and educating others about my field, but also encourage me to continue investigating and learning, about both my field and education.”
“Mentoring undergraduate students is one of the most rewarding experiences of my graduate career,” Caleigh says. “Winning this award is a symbol of the dedication to hard work and teamwork that my undergraduate students and I have accomplished. Over the past five years, 28 different students have worked with me in the lab, and this has led to the successful completion of eight different research projects. Because of my team, I am able to do more experiments and answer more scientific questions. I am forever grateful for these students and for the recognition of my work as their team leader and mentor.”
“It’s a privilege to work with and learn from my peers every day in Communication Arts, where I’m surrounded by so many curious, driven, and talented graduate students,” Leah says. “The process of building our media scholarship forum Playback has been especially rewarding. It’s become a space that keeps us inspired and committed to our research: the staff develops networks, uplifts one another’s projects, and experiments with new modes of scholarship like video and audio essays. There’s so much diverse work happening in my division (Media & Cultural Studies), and I’m honored to help build our strong system of friendly ties.”
Caroline D. Hardin is a PhD candidate studying Computer Science Education at the University of Wisconsin–Madison where she teaches introductory CS courses. Her research interests are centered around broadening participation through non-traditional CS education, such as hackathons, e-textiles, hackerspaces, and informal infosec education. Before joining the UW’s Complex Play Lab, she spent 3 years in the Peace Corps in Ghana teaching computer literacy and mentoring other volunteers in educational technology tools. She volunteers with a number of campus and community organizations around increasing diversity in tech, including MadHacks, the Bodgery Makerspace, DaneNet, and Microsoft TEALS.
Mary Dueñas is a doctoral student in the Department of Educational Leadership & Policy Analysis. Mary’s research agenda is concerned with equity issues in higher education specifically focused on access and success for Latinx first-generation college students attending predominately white institutions. As a critical scholar, her focuses on retention strategies of Latinx students in college, educational and psychological processes have Latinx and critical qualitative methodology. Mary’s previous roles include being an Academic Enrichment Seminar (AES) instructor and Chican@ and Latin@ program coordinator. She is currently a Posse Mentor. Mary has also trained students to conduct and complete research projects as part of the summer education research program.
Allison Murrow is a fourth-year doctoral student in the Department of Curriculum and Instruction with a literacy focus in the School of Education. Her research interests are in the mitigation of invisible disabilities, including classroom anxiety for teachers and students. Her dissertation focuses on giving pre-service teachers a voice to communicate how they feel as they progress through the fieldwork requirements. Each semester, she facilitates courses in Curriculum and Instruction for the professional teacher education preparation programs. She aspires to support inquisitive learning communities of care where everyone feels valued and welcome, recognizes their agency, and has opportunities to exercise it.
The 2018 Peer Mentor Awards recognized students whose mentorship has supported students from underrepresented backgrounds. Read more about the 2018 Peer Mentor Award winners.
Folagbayi is a PhD candidate in Molecular and Environmental Toxicology, researching the impact of dietary oxidized lipids on gastrointestinal immunity and chronic disease risks. He serves as a mentor for first-year graduate students through the SciMed Graduate Research Scholars (GRS) Community. Folagbayi also mentors high school students through the Critical MASS (Multicultural Advanced Science Students) club, which encourages students to pursue STEM fields. He helps promote diversity initiatives on campus as a member of the Black Graduate Professional Student Association (BGPSA) and Wisconsin Association for Black Men (WABM).
Liza is a PhD student in Psychology, studying behavioral neuroendocrinology. Her research in Anthony Auger’s lab focuses on the role of the endogenous opioid system in social behaviors and the development of juvenile psychiatric disorders. In the Auger Lab, Liza has mentored 12 undergraduate students, many of whom have completed independent projects, earned co-authorship on research manuscripts, or continued on to graduate school or post-graduate research positions. Liza is also a Mentoring Fellow with the Wisconsin Institute of Science Education and Community Engagement (WISCIENCE).
Amelia is a PhD student in Psychology. She has a passion for understanding how someone’s experiences can affect not themselves, but future generations. She studies epigenetic mechanisms, seeking to enhance understanding of how life events shape people’s futures. She has trained a number of undergraduate students in several research areas in Anthony Auger’s lab.
Sarah is a joint PhD candidate in Sociology and Environment and Resources, researching land deals in Ethiopia and biofuels in Uganda. In parallel to her academic interests, Sarah co-founded and has served as CFO of W2E Ltd, a waste-to-energy research company in Uganda that specializes in biogas systems and technological and business innovations at the intersection of energy and agriculture. She has mentored undergraduate students at UW–Madison and Makerere University in Uganda, as well as a master’s student and a high school student. Sarah is also a member of the UW–Madison chapter of the Bouchet Graduate Honor Society.
Maria is a PhD student in Educational Policy Studies, researching educational environments that directly and successfully address opportunity gaps and create additive learning experiences for minoritized and low-income youth. She is a graduate student advisor for the UW Posse Program, an Accessibility Assistant for the McBurney Center.
Leona Yi-Fan Su
Claudia Pereira da Conceicao
Irene Ann Resenly
Kegon Teng Kok Tan
Kegon Teng Tok Tan