Mentorship Collaborative

Throughout my higher education career, I have had select experiences working in teams that just exceeded all of my expectations—everything aligned seamlessly and I learned and grew from my interactions with the team members. The teams achieved their goals, built strong professional relationships and learned invaluable lessons along the way. I always hated to see these collaborations end. Over time, I realized that the common thread in these successful experiences was collaborative mentoring, relationship-building and fostering a sense of community.

As a faculty member, I quickly recognized that when my students worked in teams it led to a more cohesive class environment. In my work with first-year programs, I saw firsthand how upper-class peer mentors positively impacted first year student success and retention. Even among the mentors themselves, the peer-to-peer experience fostered growth and leadership skills in ways that extended beyond the classroom.

My own journey as a student reinforced these lessons. As an adult I was fortunate to be part of a cohort-based doctoral program where professionals from different institutions came together weekly to work together in completing coursework prior to our research. We learned just as much from each other as we did from our formal studies. The support and encouragement we provided each other as we shared knowledge was invaluable and continued for many years. 

One of the most transformative experiences of my career was directing the Mellon Mays Undergraduate Fellowship (MMUF) at Whittier College. Through this opportunity, I not only learned how to mentor students and faculty but also gained mentorship myself from colleagues and the broader MMUF network. This initiative supports undergraduate students from their bachelor's degree through to a doctoral program. The cohort model builds deep bonds of trust, respect, openness, and professionalism. Each student’s success is shared by the entire group.

Over the years, I have had the privilege of mentoring doctoral students with their research, colleagues advancing through their administrative careers and fellow professionals working on national projects. Time and again, I have witnessed how mentoring relationships enhance both individual and team performance. Being part of mentoring communities has profoundly shaped my own development, reinforcing the idea that higher education must create more opportunities for collaborative learning and mentorship-driven growth.

Mentoring works because it connects us, challenges us, and supports us—pushing us all toward greater success.