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This guide offers helpful advice on how teachers, administrators, and career advisers in science and engineering can become better mentors to their students. It starts with the premise that a successful mentor guides students in a variety of ways: by helping them get the most from their educational experience, by introducing them to and making them comfortable with a specific disciplinary culture, and by offering assistance with the search for suitable employment. Other topics covered in the guide include career planning, time management, writing development, and responsible scientific conduct. Also included is a valuable list of bibliographical and Internet resources on mentoring and related topics.

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• 1 What Is a Mentor?(p. 1)
• The Mentoring Relationship(p. 3)
• Professional Ethics(p. 7)
• Population-Diversity Issues(p. 7)
• 2 The Mentor As Faculty Adviser(p. 17)
• Mentoring Undergraduates(p. 17)
• Mentoring Graduate Students(p. 23)
• Mentoring Postdoctoral Students(p. 36)
• Mentoring Junior Faculty(p. 39)
• 3 The Mentor As Career Adviser(p. 43)
• Envisioning and Planning a Career(p. 44)
• Undergraduates: Early Perspectives(p. 46)
• Graduate Students: Helping Students Become Colleagues(p. 49)
• Postdoctoral Students: Finding a "Real" Job(p. 50)
• The Career as Continuum(p. 51)
• 4 The Mentor As Skills Consultant(p. 53)
• Developing Skills as an Undergraduate(p. 53)
• Developing Skills as a Graduate Student(p. 54)
• Skills for All Levels(p. 56)
• 5 The Mentor As Role Model(p. 61)
• 6 Recommendation: Improving the Quality of Mentoring(p. 65)
• 7 Resources(p. 69)
• Internet Resources(p. 69)
• Gender, Cultural, and Disability Issues(p. 71)
• Bibliography(p. 72)
• List of Boxes
• Tips
• Advice for New Mentors(p. 8)
• Building Respect(p. 18)
• Aptitudes and Goals(p. 44)
• Two Key Career Questions to Discuss with Students(p. 45)
• Writing Letters of Recommendation(p. 47)
• Building Trust(p. 55)
• Styles
• Good Mentoring: Seeking Help(p. 6)
• Poor Mentoring: Cultural Bias (1)(p. 10)
• Poor Mentoring: Cultural Bias (2)(p. 11)
• Poor Mentoring: Inappropriate Behavior(p. 12)
• Good Mentoring: Academic Warning Signs(p. 20)
• Poor Mentoring: When Is a Risk Worth Taking?(p. 22)
• Good Mentoring: Socialization(p. 29)
• Good Mentoring: Being Flexible(p. 48)
• Poor Mentoring: Honest Advice(p. 50)
• Good Mentoring: Breaking Through Red Tape(p. 70)
• Facts
• Why Be a Good Mentor?(p. 3)
• Three Logistical Issues to Discuss with Doctoral and Postdoctoral Candidates(p. 30)
• A Resume or a CV?(p. 37)
• Profiles
• A Mathematics Major Who Became an Actuary(p. 25)
• A Nurse Who Became a Research Manager(p. 57)
• A Geneticist-Molecular Biologist Who Became a Patent Lawyer(p. 62)
• Summary Points
• Chapter 1(p. 15)
• Chapter 2(p. 42)
• Chapter 3(p. 52)
• Chapter 4(p. 60)
• Chapter 5(p. 63)
• Addendum
• Report Brief: Reshaping the Graduate Education of Scientists and Engineers(p. 79)