Genius Denied:  How To Stop Wasting Our Brightest Young Minds.  This site is an extension of the book Genius Denied containing excerpts, reviews and a searchable database of resources, including state gifted education policies, articles and forums, relevant to the gifted and talented community.
 
 
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Getting Started for Mentors

 Book Jacket

"He first gave me an opportunity and that had a snowballing effect--it profoundly affected my life," Wenyi says. "Obviously, I had to seize it and make something of it." But without a research mentor who checked his skepticism about a high school student, she would have not had the experience she did. He maintained his support for her all through the project, and his high expectations made her dream big, too. 
-Genius Denied,  p. 113 

Wenyi Cai
2003 Davidson Fellows Laureate

Make a Difference.  Become an Academic Mentor

Mentoring has become one of the most popular methods of extra-curricular learning (and teaching). There is good reason. A strong mentoring relationship can foster rapid growth for the protégé as well as open opportunities not offered in the classroom. For the mentor, making a positive difference in the education of a highly capable young person can be highly rewarding.

What is an academic mentor?
An academic mentor is a professional who is committed to helping an academically gifted student expand his/her learning in a particular field. An academic mentor offers support and direction to a motivated young person by sharing his/her perspective and expertise.

What is involved in being an academic mentor?
As an academic mentor you will be forming a learning partnership with your mentee. In this partnership you will be the learning guide and your gifted student is your protégé. We recommend starting out with defining a specific project for the protégé to pursue.

How much time is required to be a mentor?
The time involved is based upon the project, the desired outcome, what role you desire, and the commitment level of your protégé . Some mentors spend a great deal of time with their protégé and others just touch base periodically.

What kind of commitment do I need to make?
As we know, partnerships only work when there is a mutual commitment of interest and energy. Successful learning partnerships take time. Both parties need to see their efforts as a wise investment. Before determining whether or not you would like to serve as learning guide, ask yourself, am I willing to make a commitment to share my expertise and time with an academically precocious young person? Remember that mentoring does not have to be face-to-face. Tele-mentoring is an excellent alternative for individuals who wish to work from a distance.

What factors can faciltate success?
A learning partnership will be most beneficial and most productive if it is focused on a project that you and your protégé have designed and agreed upon. We encourage the protégés to work with their mentor to develop a blueprint that details the specific goal, its requirements and a timetable for the project. This “road map” is a good way to begin a successful journey.

How do I get started?
There are many organizations that seek to connect students with academic mentors. If you are interested in working with a gifted student, the Davidson Institute for Talent Development is happy to include you in their “mentor bank” and to share your information with students who are interested in pursuing a learning partnership. Individuals interested in mentoring via the Davidson Institute are encouraged to complete a Learning Guide profile.

Other organizations that seek to match mentors with protégés include the National Mentoring Partnership, iMentor, the Mentoring Group, the International Telementor Program, and UConn Mentor Connection.


Thank you for your interest in serving as a mentor. We hope you will pursue this rewarding opportunity.

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