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Is it coming off too strong to start the mentor-mentee relationships talking about identity?

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Setting more boundaries and formalizing mentoring.

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Setting more boundaries and formalizing mentoring.

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I'm thinking of interactions with undergraduate students (like research students)

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I think I've only learned more recently how to interact with mentees/students/advisees as humans (and be a human myself). That's something looking back that I should have done a lot better.

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In less high-stakes, but formal, mentoring relationships (like a peer-to-peer grad student mentor for 1st year grad students) I would reach out to meet ONCE, and then never again. I definitely lacked the follow through to sustain the relationship in a useful way to the mentee.

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Being more aware of my mentee's identity.

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Being more aware of my mentee's identity.

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How do you walk the line of recommending a mentee talk to someone else without dismissing them (e.g., talking with a counselor)?

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How do you walk the line of recommending a mentee talk to someone else without dismissing them (e.g., talking with a counselor)?

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letting mentee's goals be different than my own

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letting mentee's goals be different than my own

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Wanting to be everything for your mentor, but often when I can't do that. E.g. doing a reading with a student in an area that I don't know and don't have time to devote to. E.g. wanting to give my student's life advice when my background is much more privileged (and hence perspective very different) than theirs

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compassion and holding high standards

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Time management... to develop the type of mentoring relationship that is needed within the context of the academic environment.

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Time management... to develop the type of mentoring relationship that is needed within the context of the academic environment.

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incorporating the mentee's identity in my mentoring approach

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incorporating the mentee's identity in my mentoring approach

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finding mentees among undergraduates (in big classes).

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finding mentees among undergraduates (in big classes).

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Talking with my mentees about what they want to change / how they want to grow, how I can support their growth, and finding other mentors for them that can support them in the ways I can't.

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In Sarah's talk, she said something along the lines of "sometimes students don’t even know what to ask, so mentors should be proactive", so I want to be more proactive in helping students.

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I need to remember that I am only human! I'm not going to be the perfect mentor in every situation for every person. But that doesn't mean I won't keep aspiring to improve my skills and keep trying.

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what I think is a successful math paper. How do I better guide students through the writing process when they might want to communicate differently from how I see things?

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open opportunities to more people from underrepresented groups to reach graduate schools.

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I tend to really internalize student trauma and I think that goes beyond empathy and isn't necessarily helpful.

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I tend to really internalize student trauma and I think that goes beyond empathy and isn't necessarily helpful.

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finding enough time to meet with my mentees and also enough time for my own research

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finding enough time to meet with my mentees and also enough time for my own research

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Not neglect any one mentee when mentoring a group of mentees

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Not neglect any one mentee when mentoring a group of mentees

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How is mentoring a two way relationship?

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How is mentoring a two way relationship?

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We have spent a lot of time on how the mentee benefits, but the definition of mentoring involves two parties. What about the mentor?

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I am hearing that good mentorship requires one on one time plus coordinated efforts from mentoring teams across a department. I am hearing this in an environment in which my colleagues feel overwhelmed by their workload (MS granting institution) and when post covid they are less present on campus.  How can we absorb it into our work-lives and cut out something else less impactful.

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I am hearing that good mentorship requires one on one time plus coordinated efforts from mentoring teams across a department. I am hearing this in an environment in which my colleagues feel overwhelmed by their workload (MS granting institution) and when post covid they are less present on campus.  How can we absorb it into our work-lives and cut out something else less impactful.

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I'm not very good at telling my students about and encouraging them to make it possible to take opportunities like local talks/workshops and also non-local opportunities.