From mentee to mentor: mentorship as a relational and transformative practice in undergraduate education

Abstract

This reflective essay explores academic mentorship as a transformative practice in higher education, drawing on my experiences as both a mentee and a mentor. Using an autoethnographic approach, I examine how effective mentorship grounded in trust, empathy, and intellectual rigour can shape personal and professional growth for both mentors and students. The essay situates these reflections within established theoretical frameworks, including Vygotsky’s social development theory (SDT), communities of practice (CoP), and the cross-cultural concept of guru–shishya parampara. I describe how the mentoring I received during my doctoral studies informed my current practices as a faculty member at a Canadian undergraduate institution, where mentorship extends from classroom engagement to collaborative research. The narrative highlights how authentic academic relationships promote confidence, agency, and a sense of belonging among students. Ultimately, I argue that mentorship, when practiced with intention and care, remains central to cultivating transformative learning experiences in an evolving higher education landscape.