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KSU College of Veterinary Medicine
Philosophy: Mentor
(men' tôr), a wise and trusted counselor
College faculty are committed to
the training and formation of the next generation of veterinary
professionals. College faculty recognize that the education of a
professional student entails far more than simple transmission of
scientific knowledge: that the modern practice of veterinary medicine
combines both the art and science of animal care. Skills, values, and
character attributes are often transmitted best through shared
experience. Mentoring is a process of opening our lives to others, of
sharing our lives with others, a process of living for the next
generation. Mentoring allows us to express and remember the joy of
practicing our profession for the good of animals and mankind. There are
no material rewards for mentoring.
Purpose:
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To provide a faculty partner for professional
students. This faculty-student relationship may include, but is not limited to academic
guidance, professional development, personal development, physical health, and emotional
health.
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To increase faculty-student interaction in an effort
to increase transmission of professional intangibles such as commitment to excellence,
integrity, ethical behavior, honesty, diligence, and pride of craftsmanship.
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To expose veterinary students to the wide variety of
professional opportunities available post-graduation.
Structure:
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Interested students will be
assigned as incoming freshman to an individual faculty with approval
of the Faculty-Student Affairs Committee.
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Faculty will serve as mentors
on a voluntary basis at the discretion of the College
administration.
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Availability of volunteer
faculty members will determine the number of students assigned each
faculty. Faculty members and assigned students may choose to meet
individually or as a larger “mentoring” group (that may ultimately
span several classes) through mutual choice and determined by
circumstances.
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Student-faculty interaction
will vary depending on the relationship and interests of the
individuals. Although both faculty and students are encouraged to
meet initially, further interaction will be at the combined will of
the mentor-student and bounded only by professional decorum. Above
all, the mentoring process should be “fun” for all participants.
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The faculty-student mentoring
program is not intended to be only an initial contact/support net
for incoming professional students. Many initial mentoring
relationships will not serve the combined needs of the faculty
mentor or student. Students are encouraged whenever necessary to
seek other faculty or resources for guidance and aid. Mentoring
“matches” may be changed at any time upon mutual desire of student
and faculty.
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Mentoring relationship are
encouraged to continue throughout the professional curriculum and
beyond.
Faculty Responsibilities:
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To serve as a resource
for guidance in academic pursuits, career goals, and professional
development.
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To serve as a facilitator
to connect the student to sources of professional opportunity (i.e.
externships), emotional or physical health-care, financial aid
opportunities, and other needed services.
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To serve as an example,
through intention and action, of proper professional behavior,
integrity, ethics, and commitment. The best mentors exhibit through
their actions what they would have their pupils be. Mentoring is,
above all else, the sharing of our lives and our pride in the
profession.
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To be honest, yet
affirming, in confronting the student’s errors, faults and
deficiencies. This includes separating the personal relationship
between faculty and mentored student from the academic performance
of the student.
Student Responsibilities:
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Seek regular meetings with your mentor.
Faculty have volunteered because they have a genuine interest in your progress and
well-being.
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Apply what you are learning; put patterns of
professional behavior into practice.
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Acknowledge that academic performance within
the mentor's class(s) is separate from any personal mentoring relationship and may
place strains on that relationship.
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