port. This dependence makes it easy for advisers to abuse their power (sometimes unintentionally) and difficult for students to contest an abuse. Advisers might give inadequate credit for students' research or assign work of little or no educational value. They might impair a student's confidence by too much criticism, too little support, or emotional indifference.

Abuses of power can be especially hard to resolve when the person best positioned to help solve the problem is central to the problem. It is best to discuss such issues face to face; when appropriate, committee members, other faculty, or a department chair can mediate. If a colleague or student has raised an abuse-of-power issue with you, consult with other mentors, strive for better communication with students, or ask for help from a third party.

Professional growth. There are many ways to facilitate students' professional growth in addition to one-on-one counseling. One strategy is to create informal cross-disciplinary groups (such as women in mathematics and science). Use monthly meetings (with incentives like free pizza) as forums for discussing such topics as interview strategies, coping with negative reviews, and giving good presentations. Another approach is to organize interdisciplinary seminars with other departments to introduce students (and faculty) to new avenues of inquiry and to colleagues in related disciplines.

Make use of your network of contacts to suggest internships, summer or part-time jobs, and off-campus mentoring. Propose an active role in student chapters of professional societies, where students can gain group skills, learn about career possibilities, and make valuable contacts among both peers and professors. Other suggestions are presented in the section "Mentoring Undergraduates."

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