Christine Suchodolski
Copy Editor
Professor Dan Goldberg
For most students, college life consists of little more than a standard curriculum of mandatory classes and frustrating commutes. We see our time spent at Temple as something we “have to do” in order to get a degree, and thus a better job.
Our time on the beautiful Ambler Campus, however, can be enriched by developing a student/teacher mentorship. Adjunct Instructor, Dan Goldberg is not only my personal mentor, he’s a very popular member of Temple’s faculty
Goldberg said his approach to mentoring is simple — “I love my students.”
Goldberg said he has been mentoring students for about six years — his longest student/mentor relationship lasting about four — supporting students all the way to graduation and beyond.
His popularity with the students is apparent when he’s on campus. He’s quick to give a nod and smile of acknowledgement to those he knows, and even has a quick conversation with most. It’s easy to see the traits that draw students to Goldberg as a mentor — he’s intelligent. Humorous and approachable.
Goldberg said students should feel that they can approach faculty members and simply ask “Can I talk to you,” before or after class — it’s how the first students that he mentored approached him. He couldn’t think of any teacher who would deny one of their students outside help, but if they’re “begrudgingly doing so,” it’s best for the student to find a teacher with a more a “compassionate and caring vibe that “authentically wants to help.”
Goldberg said he “felt honored” when first asked for mentoring advice. He said he believes that if someone is chosen as a possible mentor that they must have instilled a form of faith in the person asking, and that they must have “left an impression on them.”
As an instructor in the Fox School of Business, Goldberg said he is often sought out for help with business-related inquiries, such as entrepreneurship and communication, what he referred to as “soft skills.” For areas outside of his expertise, such as accounting and information technology, he’s instead able to help students “prioritize and set up study plans,”
To him, the greatest part of the mentoring process is helping students get “unstuck” and providing a different viewpoint so that students can begin to “see things differently.” As if on cue, Goldberg begins a conversation with an older student, who said that he looks at the world differently now after taking the teacher’s Business, Society, and Ethics course.
Some mentoring success stories Goldberg is able to share include a past student he mentored through their decision to become a teacher in Korea; one who rose through the ranks of the military, and many others who have gone on to start their own businesses, one of his particular areas of expertise.
I remember the day during the Spring 2013 semester when I nervously emailed Mr. Goldberg for professional help, wondering what his response would be, if any. Now, less than a year later, he’s provided not only experienced answers and genuine encouragement, but friendship as well. Students should know that if they need help, no matter what for, they have the option of reaching out to a past or current professor. You never know what help you may find.
The Temple Column 
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