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One joy of a faculty member in academia is the opportunity to train the next generation of scholars who will continue our work to innovate and create, extend human knowledge, and improve the human condition. In most cases, mentoring students is rewarding; we mentors witness the growth, discovery, and learning of our students.
On occasion, however, mentoring can be tiresome, frustrating, and even downright unpleasant. Most often this occurs when a student fails to progress in the required and expected manner. Such students are the present focus: how should mentors react when a student fails to progress?
