The mentee will develop a coherent understanding of the scholar librarian’s role. To this end, the mentee’s formal study, practical experience(s), and other program-related activities will form an articulated, interdependent whole. In addition, the mentee’s professional formation will be well rounded, consistent with his/her interests.
The evaluation of the mentee consists of two parts: the Mentee’s Self-Evaluation, and the Mentor’s evaluation of the Mentee.
The self-evaluation is accomplished by administering a pre-test and a post-test.
In the pre-test, the mentee writes a 3 to 5 page essay (prompted by specific questions), outlining her/his expectations of the program. In the post-test, the mentee revisits those expectations in an essay of 3 to 5 pages, discussing whether they have been realized, why or why not, and how and why they may have changed. The pre-test occurs right at the beginning of mentoring and informs those aspects of the Learning Contract that are customizable.
Examples of guiding questions for the pre-test:
- What do you expect will be the most interesting aspect(s) of this program, and why?
- What aspect(s) of the program do you expect will be most challenging for you, and why? (E.g., what do you see as your strengths and limitations coming into the program?)
- What kinds of responsibilities do you imagine yourself having, or would you like to have, in your first professional library position, and why?
The post-test occurs during the mentee’s final semester. For the post-test, the mentee will reflect on these same topics, but from the standpoint of the knowledge and experience gained thus far. A specific question to be addressed in the post-test is:
- How are the dual degree program’s different components working together for you? How are you synthesizing your formal learning and other experiences?
The mentees’ pre-tests and post-tests may have added value as sources of data for evaluating the mentoring component of the joint program.
Mentor’s evaluation of mentee
At the end of the program, the mentor will provide a narrative of at least one page evaluating the mentee’s knowledge of librarianship, her/his command of the bibliography of an academic discipline, demonstrated growth from practical experience(s), and the level of success in integrating these three components. The narrative will also discuss the mentee’s preparedness for and active participation in mentoring activities, such as scheduled meetings between the mentor and mentee. Specifically, the narrative will address how well the mentee is fulfilling the details of the mentoring contract.
The grade for the 4-credit mentoring course is pass/fail. It is determined by weighing equally: 1) the growth and integration demonstrated in the mentee’s post-test essay and in discussions with the mentor, 2) the mentee’s overall level of preparedness for mentoring activities, and 3) his/her active participation in them.