Who are we? by Aris Winger

instructor.

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scientist

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teacher.

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learner

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advisor

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instructor, advisor, scientist

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Kim--long time faculty member returning to faculty from Chair

Supervising students, consulting with students about academic performance. Answer questions about research. Meet with the regularly about research progress.

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Teacher. Advisor. Mentor

Doug

I'm Sara. I'm a physics professor here. I feel like I say yes to too many roles. A lot of them involve working with students and I feel like even in my teaching there are some aspects of mentoring because we have a small major and see the same cohorts of students multiple times. I'm a researcher but my view of what that means has shifted a lot at CSUSB.

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Connecting effectively with others.

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Better ideas on how to be a more accessible/effective mentor during the school year.

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Some strategies about graduate student mentoring since that will be much different than working with undergrads in many aspects.

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balancing serving as mentoring while also learning alongside students.

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Seeing my students strive for post-graduate outcomes and attain then.

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Learning about great mindset to have when it comes to mentorships

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some common growth in mentoring students especially Masters students

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Academic mentoring. Letting students try their own ideas (with consultation). Encouraging them to read the literature.

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I am an instructor, advisor and researcher. The most challenging thing to me is how to advise students in research lab effectively,

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The moment when students realize they can achieve a goal. The goal may be something they have had for a while or something that comes as a part of their learning.

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Feeling a sense that the students are reaching or hearding toward their potential.

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When mentors become micromangers.

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How to deal with power imbalance when a mentor is acting poorly.

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How to effectively motivate students in the research lab.

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balancing pushing students and not getting them too frustrated.

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Sometimes I can make students work independently, from searching the reference, to accomplishing the project.

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Seeing students wanting to reach out to me for advice, and for making important academic decisions.

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Space to grow. sense of ownership of project. trust. respect from mentor so that there is no clear "hierarchy"

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How to engage students to work actively and independently

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They recuse themself from formal evaluation and I completely lost respect for them

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Letting me make decisions and make mistakes even if it takes me on a tanget for a few weeks in the lab.

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When they take sides and are unfair. When they present false information leading to mistrust.

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How to deal with colleagues who may have very different ideas on what successful mentoring looks like, if it looks like their students aren't being as successful or being as supported.

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Keeping up with the students' schedules if they conflict with mine

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An otherwise good mentor had a conversation with me that made me feel bad about potentially pursuing starting a family at the same time as doing research.

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Regular meetings with group. Encouraging them to spread their wings. Being respectful and supportive.

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Communicated with me concisely and let me have my own expressions

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Grad school, jerk. Unfair treatment of some research student. Pushing hard on results while stuck teaching so time is limited

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Personal, approachable, have genuine interest in the growth of the mentee.

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What are consequences that students will face if changes aren't made if things are not going well? I tend to be a "cheerleader" and don't want to dwell on the negative and have them come away discouraged.

2024-01-17 18:43:02 UTC