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follow up question from Thursday's discussion about Mentoring scenarios

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follow up question from Thursday's discussion about Mentoring scenarios

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In the discussion about Mentoring Scenarios, there was a mention of how to handle something if the professor known to be a racist. What are some behaviors would qualify someone to be categorized as a racist?

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The fear of not making / keeping up with an agreement perfectly with our first student(s) can keep people from using them with students in the first place

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The fear of not making / keeping up with an agreement perfectly with our first student(s) can keep people from using them with students in the first place

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How close to a contract is a mentoring agreement, and are there any issues concerning legality?

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How close to a contract is a mentoring agreement, and are there any issues concerning legality?

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I love the way the padlet offers a model for how to get feedback when there is a perceived power differential. People offered a sense of discomfort, and the organizer modeled how to respond with grace. That feels like something we can all take home - what mechanisms are we using to get that feedback that is safe for mentees? 

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I love the way the padlet offers a model for how to get feedback when there is a perceived power differential. People offered a sense of discomfort, and the organizer modeled how to respond with grace. That feels like something we can all take home - what mechanisms are we using to get that feedback that is safe for mentees? 

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Some dimensions might become more pronounced depending on the exposures within the  menorting relationship. 

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Some dimensions might become more pronounced depending on the exposures within the  menorting relationship. 

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The agreements are of use only if you refer to them regularly during the time of mentorship (and not only set them up to not look at them again)

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The agreements are of use only if you refer to them regularly during the time of mentorship (and not only set them up to not look at them again)

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I think mentoring agreements and individual development plans are wonderful! Some people worry about formalism and not having a natural relationship, but formality and written boundaries give power back to the mentee/student. Having a formal time/space to talk removes some of the hidden curriculum, and written agreements increase accountability and the power of the student to refer to what a mentor/advisor has previously agreed to.

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It seems very official and binding. This might be intimidating for mentee's, especially if they are undergraduates or graduate students who are still trying to figure things out. I like the idea, but is there a way to "informalize" it.

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It seems very official and binding. This might be intimidating for mentee's, especially if they are undergraduates or graduate students who are still trying to figure things out. I like the idea, but is there a way to "informalize" it.

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reading all the individual tasks/skills to address in mentoring tends to break my heart ... knowing how many of the systemic barriers can't be overcome by any amount of individual brilliance, preparation, or support :-( 

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reading all the individual tasks/skills to address in mentoring tends to break my heart ... knowing how many of the systemic barriers can't be overcome by any amount of individual brilliance, preparation, or support :-( 

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How is mentoring something that is genuinely two-way?

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How is mentoring something that is genuinely two-way?

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I'm thinking about this question from a previous padlet. I wonder if the question comes from thinking that interactions must be benefiting each person, and that the benefits to the faculty don't line up directly with the things that most departments tell faculty that they're valued for: papers, grants, etc. At the same time, I think it's important to recognize that unless we (as faculty) see mentoring as 2-way, we won't learn about the experiences of students, we won't learn how to be a better mentor, we won't learn how to broaden participation/build capacity.

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I'm thinking a lot about how to share resources and activities like this with a group of mentors i'll be wrangling next year. I feel like I've come away with a lot of great resources and ideas.

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I'm thinking a lot about how to share resources and activities like this with a group of mentors i'll be wrangling next year. I feel like I've come away with a lot of great resources and ideas.

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Information overload...still processing everything.  A lot of stuff go back into and look at in more depth.

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Information overload...still processing everything.  A lot of stuff go back into and look at in more depth.

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I am thinking about the importance of revisiting the agreement regularly and not doing it at the beginning of a relationship and then neglecting it.

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I feel a little confused about the inclusion of the confidentiality statements in the mentoring agreements. I'm not advocating gossiping about students, but sometime I need help on how to deal with an issue a student raising or I would like to seek advice about how to help a student. How can I do that if everything the student says is confidential?

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Listening to understand is important when trying to address students' well-being.  Only being solution-oriented when addressing issues is not enough.

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Listening to understand is important when trying to address students' well-being.  Only being solution-oriented when addressing issues is not enough.

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I liked the ways it discussed how it could achieve the desired goals. But when it did offer these, it was for junior faculty or postdocs, but what about undergraduates or graduate students who are on a path that may have "less direction" if that makes sense.

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I liked the ways it discussed how it could achieve the desired goals. But when it did offer these, it was for junior faculty or postdocs, but what about undergraduates or graduate students who are on a path that may have "less direction" if that makes sense.

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I feel that some of the mentoring I do is informal - would you use a mentoring agreement for informal mentoring?

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Useful; can be intimidating but like the formal check-in.

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Useful; can be intimidating but like the formal check-in.

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I learned there are some wrong ways to handle things, but perhaps many right ways. In order to respond authentically, I might not do it exactly like others.

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I learned there are some wrong ways to handle things, but perhaps many right ways. In order to respond authentically, I might not do it exactly like others.

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As a graduate student, I wish my advisor had used a mentoring agreement. I feel as if we have had a mentoring agreement that my advisor would be more aware of my actual wants and needs and how they differ from their experiences.

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I wonder if language of "expectations" might support a better sense of nuanced, unfolding nature of mentoring than does "agreement"l

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I wonder if language of "expectations" might support a better sense of nuanced, unfolding nature of mentoring than does "agreement"l

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They give transparence and accountability. 

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They give transparence and accountability. 

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Common theme:  you may not be able to be everything for every student; it's more about referring them to other resources when it's something you can't help with yourself.   There are always going to be things I'm not capable of helping with since my perspective is not theirs--but being willing to look for sources of help makes me more able to help with other mentees, too.

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Common theme:  you may not be able to be everything for every student; it's more about referring them to other resources when it's something you can't help with yourself.   There are always going to be things I'm not capable of helping with since my perspective is not theirs--but being willing to look for sources of help makes me more able to help with other mentees, too.

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I'm not understanding the termination clauses ... they make sense from mentee perspective ... but for a mentor to have an easy way out seems dangerous.

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I'm not understanding the termination clauses ... they make sense from mentee perspective ... but for a mentor to have an easy way out seems dangerous.

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I'm thinking about how the quotes and stories we heard in the two presentations came from individuals, but represent experiences that are happening to many folks in the academic space. I want to think about how we can ask about finances in matter-of-fact ways yet out of compassion. I am thinking about we can teach the practices of the dominant culture while recognizing and honoring students' identities.

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It seems like guiding a student through writing their part of the agreement would like a lot of time.

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phase of development: undergrad vs. other

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phase of development: undergrad vs. other

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I'm thinking specifically about mentoring agreements for undergraduates. These relationships will be formal (part of a program). The mentor will have certain roles (expanding social capital, connecting to resources, career advice), but they are not a tutor, research supervisor, assessor, academic advisor. I'm puzzling over what such an agreement will look like in this specific context, since this is a bit different than some of the examples.

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Both/and - two kinds of goals - one-and-one and intention

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Both/and - two kinds of goals - one-and-one and intention

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I read about this concept some years ago, that some goals are one-and-done ("write a paper") and other goals are more about intention or a state of being ("be present when interacting with others"). I was struck that some of the mentoring agreements framed goals one way and others the other way. For me personally, I'd like to think about an intentional combination of these kinds of goals, for both parties involved. For instance, we might have a goal of learning a particular kind of technique and to pass certain milestones. But I also want to think about what are characteristics of our interactions and expectations that aren't necessarily measurable/concrete.

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What suggestions or recommendations  are there if an agreement has room amendments. 

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What suggestions or recommendations  are there if an agreement has room amendments. 

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Just amplifying Abbe's point about receiving criticism with humility. Equally we need to give criticism with humility and grace, and have kindness for those who are processing criticism. All these behaviors have been demonstrated beautifully here, and I think it is an area of potential continued growth for all of us.

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+1 to what Dr. Herzig said about humility and feedback

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+1 to what Dr. Herzig said about humility and feedback

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I had not necessarily thought of a mentoring agreement as a mechanism to document the discussions I have with students, but this seems quite important. I need this documentation to be a better mentor.