Who are the students?
The students are upperclassmen from Fordham's three undergraduate schools: the Gabelli School of Business, Fordham College at Lincoln Center, and Fordham College at Rose Hill. Applicants are among Fordham's most motivated students. To be admitted to the program, the student's application must be reviewed and approved by the Fordham Mentoring Team and he or she must complete a prerequisite training session.
Who are the mentors?
Mentors may be alumni from any of Fordham's undergraduate, graduate, and/or professional schools. Mentors may also be friends of the University or parents of Fordham students who are members of the Parents' Leadership Council. As such, mentors have a unique understanding of the Fordham experience and a commitment to helping students achieve success.
Mentors must be at least three years out from graduation but otherwise range in age, experience, and realm of expertise. Mentor professions include architects, lawyers, physicians, finance professionals, marketing executives, publishers—the list goes on! Mentoring is central to Fordham's identity as mentors partner with faculty and administrators in caring for and forming the whole student. This is why mentors continue to return to the program and the number of alumni willing to mentor grows each year!
What are the goals of this program?
The goals are to:
- Act as positive role models and share insight into their undergraduate experiences and career paths as adults.
- Offer career guidance and general professional advice.
- Introduce students to the alumni community and other members of the larger Fordham community.
- Introduce the idea of building long-term relationships and doing networking and the opportunity to practice and refine those skills.
- Provide insight into different career areas for students (this program encourages career exploration).
- Inspire students to pursue new fields of interest or confirm current fields of interest.
- Motivate students to work toward long-term goals (through internships, part-time employment, other networking forums, full-time employment, and graduate school).
- Help students polish resumes and improve interviewing skills.
- Provide information on how to research specific employers or companies.
What are the expectations of a student mentee?
If admitted to the program, students are expected to be motivated, proactive, and exhibit the utmost professionalism at all times in recognition of the time their mentors are volunteering. Also, note that with the exception of special circumstances, admission to the program is only granted to juniors and seniors. Before being matched with a mentor, students must attend a mentee training session, several of which will be hosted at both Rose Hill and Lincoln Center. If a student plans on studying abroad over the course of the year and will not be able to attend all the milestone events, we urge them to reconsider applying to the program.
What are the expectations of a mentor?
The role of a mentor is to inspire, encourage, and provide ongoing support. Yet, the mentoring commitment is flexible and can be tailored to the schedules and communication preferences of each pair. Mentors and mentees agree on the frequency and manner in which they will communicate in an initial agreement document, the Mentor-Mentee Covenant; we ask that you work with your student to determine the best way to communicate throughout the academic year—whether that's via e-mail, telephone, video chat, or in person.
Attendance is required at the four University-hosted milestone events for alumni living locally. We also ask that, if possible, you allow your student to spend some time shadowing you at your place of employment.
Mentors must be at least three years out from graduation.
How are mentors and mentees matched?
Participants are matched based off commonalities in their personal and professional profiles, specifically the mentor's work experience and knowledge as it relates to the professional interests and aspirations of the student. Also weighed in the matching process:
- Similarities in the mentee's professional interest and mentor's professional experience, current employment
- Commonalities in professional development projects in which student and mentor indicate interest
- Similarities in character and personality as assessed through personal statement
- Similarities in undergraduate profile: major, minor, club and activity involvement
What are Checkpoint Surveys?
Checkpoint Surveys are brief Web-based assessments of a pair's progress. Along with the ongoing support provided by the Fordham Mentoring Team and the Mentor-Mentee Handbook, these surveys help ensure a successful experience for all participants. Through a series of multiple choice and quick open-ended questions, Checkpoint Surveys allow mentors and mentees to evaluate their relationship and identify areas for growth. There will be two to three Checkpoints over the course of the program.
What is considered an appropriate working relationship?
As a mentor, it is critical to remember that you are a role model. Though a trusting friendship may (and should) be the foundation of a mentorship, remember your mentee is not your peer.
Appropriate meeting places include your place of business (job shadowing), a public place, or one of Fordham's campuses, while inappropriate meeting places include bars, malls, apartments, and dorm rooms. Consuming alcohol with or buying alcohol for your underage mentee is strictly prohibited.