<\/p>\n First, many students express an interest in going to graduate school. \u00a0These I advise on courses to take, how to apply, and other similar things.\u00a0 As this has become an increasingly common occurrence for data analytics, I created a decision tree that I share with these students and other business faculty and advisers who are likely to encounter such students<\/a>.<\/p>\n Second, I like to provide personal in addition to\u00a0career-oriented mentoring.\u00a0 This component usually attends to\u00a0the students who either do research or serve as my student workers, though it is available to any student who visits my office and would like to talk. \u00a0Additionally, the soccer group I helped begin in early 2011, ACUFIFA (discussed in more detail in the collegiality section<\/a>), consists of a substantial amount of mentoring of undergraduates. \u00a0I find it particularly gratifying that we get to play with undergrads, allowing us to extend student-teacher relationships far beyond what we experienced\u00a0in class (e.g., former ACU kicker Morgan Lineberry and Nikolai Rabinovitsj were both students of mine prior to playing with us) or to meet and get to know students we would otherwise not encounter (e.g., Rafie Rosales<\/a>, Daniel Sancho, Kip Kiplagat, Vicente Rojas, and Nigel Gwini, from El Salvador, Brazil, Kenya, Mexico, and Zimbabwe, respectively, are all wonderful undergrads or recent grads\u00a0that I only got to know because of this group).\u00a0 Relatedly, the role ACUFIFA plays in reaching out to international students should not be understated. \u00a0The email from Daniel Sancho (Figure 2.2) and the letter of support from\u00a0Amy (Morris) Bryant<\/a>\u00a0largely address personal mentoring.<\/p>\n Figure 2.3.<\/strong> Email from ACU alumnus Daniel Sancho to ACUFIFA, upon leaving his summer internship at\u00a0ACU.<\/em><\/p>\n <\/p>\n Third, for the students who desire to get a PhD or master’s degree in analytics, I not only advise them as above but further immerse a select few in a research experience which has proven to be formative and beneficial for graduate school. \u00a0For example, in her research with me, Allison Phillips worked on some very high level research. \u00a0Hence, it is no surprise that a faculty member in psychology at Kansas State University wanted her to pursue a PhD with him on the basis of her conference presentation, as recounted in the\u00a0blog that she kept while working on our Pursuit-funded research project<\/a>. \u00a0The letters from Lily Assaad, Levi Ritchie, Allison Phillips, and Luke Stevens each address this research experience.<\/p>\n Figure 2.4.<\/strong> Two of my protegees unexpectedly, independently “popping in” to chat, give news, or ask questions.\u00a0 \u00a0I was so happy to see both Erika Teilmann (left) and Luke Stevens at the same time that I had to take a picture.<\/em><\/p>\n <\/p>\n Below is a sample of the students that I have spent a substantial amount of time mentoring.<\/p>\n <\/p>\n *Lily also applied to non-psychology programs.<\/p>\n As a graduate student in psychology at ACU I was mentored by several gracious faculty members, notably Bob McKelvain and Richard Beck, but also\u00a0Steve Allison, Billy Van Jones, Angie McDonald, and others still.\u00a0 To them I owe an eternal debt of gratitude.\u00a0 Those experiences taught me the value of heavily investing in individual students. \u00a0There … Continue reading ![\"student_guests\"](\"http:\/\/blogs.acu.edu\/rkj95n\/files\/2016\/06\/student_guests.jpg\")
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\n<\u00a0Reflections on Student Feedback<\/a>\u00a0| Mentoring\u00a0| Notes from Students<\/a>\u00a0><\/h6>\n","protected":false},"excerpt":{"rendered":"