American Speech-Language-Hearing Association

Mentoring students and colleagues is integral to the professional life of faculty and researchers in CSD. What programs and resources are available through ASHA that will allow faculty and students to take advantage of the benefits of mentoring?

Most of us can recall with great fondness a mentor or, conversely, someone we "took under our wing." Mentoring is a necessary part of professional growth as so much of what we do as professionals is learned through experience rather than in the classroom. Mentoring Academic Research Careers (MARC) is the newest program in The ASHA Gathering Place. The MARC program was developed based on information gained from focus groups and surveys conducted among members in 2004 and 2005 that indicated a need for a mentoring program that supports new faculty and PhD students as they embark on teacher-researcher careers. Although it was especially designed for new faculty and PhD students, the MARC program will also serve seasoned faculty who are eager to share their experience and expertise in service to the professions.

The Student To Empowered Professional (S.T.E.P.) program is another ASHA Gathering Place program designed for undergraduate and graduate students who are from racial/ethnic minority backgrounds. It offers faculty another opportunity to connect with students in a mentoring relationship.

Both the MARC and S.T.E.P. programs are electronic mentoring resources. Mentors and mentees, once matched, communicate via e-mail. Go to The Gathering Place to learn more.

ASHA Resources

Mentorship in Communication Sciences and Disorders
Mentoring relationships can enhance professional development and growth. Identify characteristics that facilitate the mentoring process.

Thinking About a PhD? Frequently asked questions about pursuing a PhD.

Other Resources

Mentors Directory for Deaf and Hard of Hearing Individuals
The National Institute on Deafness and Other Communication Disorders (NIDCD) offers a directory that lists principal investigators of NIDCD Extramural grants and NIDCD Intramural investigators who are committed to mentoring deaf and hard of hearing students, postdoctoral fellows, and junior scientists.

Tenure Achievement Rates at Research Universities [PDF]
Findings of a Penn State study indicating that only 53% of new faculty earn tenure by the 7th year. The report's conclusions indicate that mentoring new faculty can be beneficial.

Making the Right Moves: A Practical Guide to Scientific Management for Postdocs and New Faculty-Chapter 5, Mentoring and Being Mentored
The Howard Hughes Medical Institute resource on mentoring. 


This article first appeared in the August 2006 issue of Access Academics and Research.

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