Monthly Archives: March 2009

Some of us mentor doctoral students. I had a positive experience as a student, but I understand from others that there can be a great deal of variance in the quality of the relationship from the points of view of both the professor and student. There’s apparently so much variance that the graduate student senate of which I was a member from 2000-2004 published a “how-to” guide (“A Mentoring Guidebook for Faculty: helping graduate students grow into respected professionals and trusted colleagues”; pdf; general webpage). It is with their gracious permission that I am posting the above links for others who might benefit. The authors tell me that their guide is an adaptation of those of Michigan (“How to Mentor Graduate Students: A Guide for Faculty at a Diverse University“) and Univ. of Washington (“How to Mentor Graduate Students: A Faculty Guide“). Of interest?

The following is a guest post from Dennis Slavin, Associate Provost for Faculty Development at Baruch College. He can be reached at Dennis.Slavin@baruch.cuny.edu.

About ten years ago the (then) executive director of the Orpheus Chamber Orchestra, Harvey Seifter, approached me with a novel idea: a residency for Orpheus at Baruch College. Those of you who know about the longtime residency here of the Alexander String Quartet might question the novelty, but this was a different concept. Instead of bringing music to arts and science classes and demonstrating links-to classical or romantic styles, or to narrative techniques or mathematical relationships etc.-the idea was to have business students sit in on an actual Orpheus rehearsal.

If you don’t know Orpheus, my point is obscure. Orpheus is an orchestra that functions (wonderfully) without a conductor. The idea was (and still is) to demonstrate the actual working of a “flat management system” in real time. There’s nothing staged: these are real rehearsals for upcoming performances. Sitting in on these sessions, we heard many serious discussions about significant matters of interpretation; there were lots of conflicts, lots of resolutions, and lots of lessons to be learned by our MBA students.

Ten years on, Orpheus continues to be in residence with our MBA program and honors undergraduates. I haven’t been involved in years, but the Zicklin School keeps asking them back.

Did you see “Disadvantages of an Elite Education” (American Scholar, 2008) in which former Yale professor William Deresiewicz contrasts the education at Yale and Cleveland State, an inner-city university much like Baruch? The article was unexpectedly thought provoking. For example, consider this:

“[S]tudents at places like Yale get an endless string of second chances. Not so at places like Cleveland State. My friend once got a D in a class in which she’d been running an A because she was coming off a waitressing shift and had to hand in her term paper an hour late.

“That may be an extreme example, but it is unthinkable at an elite school. Just as unthinkably, she had no one to appeal to. Students at places like Cleveland State, unlike those at places like Yale, don’t have a platoon of advisers and tutors and deans to write out excuses for late work, give them extra help when they need it, pick them up when they fall down. They get their education wholesale, from an indifferent bureaucracy.”

It’s not that I agree with all the arguments in the essay, but Deresiewicz asks an important question: where do you fall on the spectrum of “indifferent” to “pampering”? The essay also gives one newfound appreciation for our students.

There was another recent attack on the elite colleges—Pulitzer prize-winning reporter Chris Hedges’ 9-Dec-2008 essay “The Best and the Brightest Have Led America Off a Cliff“—but skip it if you are looking for uplifting news.

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