Approach to Mentoring
My approach to mentoring is developmental and student-centered. In other words, when mentoring students I take in to account their past academic experiences and their career goals. I do not make assumptions about where a student should or should not be, but have conversations with students that enable us to be on the same page about where they are developmentally and where they would like to be. I have open discussions with students about what they desire from mentoring and what I am able to offer as a mentor. I am passionate about mentoring students and enjoy helping students navigate the graduate program experience so they are able to attain their career goals. With that being said, there will be times when I have to give students constructive feedback to facilitate professional and personal growth. The most beneficial growth often occurs when one is challenged and I do my best to make students feel safe so they are to have a positive experience in their growth.
My approach to mentoring is developmental and student-centered. In other words, when mentoring students I take in to account their past academic experiences and their career goals. I do not make assumptions about where a student should or should not be, but have conversations with students that enable us to be on the same page about where they are developmentally and where they would like to be. I have open discussions with students about what they desire from mentoring and what I am able to offer as a mentor. I am passionate about mentoring students and enjoy helping students navigate the graduate program experience so they are able to attain their career goals. With that being said, there will be times when I have to give students constructive feedback to facilitate professional and personal growth. The most beneficial growth often occurs when one is challenged and I do my best to make students feel safe so they are to have a positive experience in their growth.
Diversity Statement
Overall, I promote understanding and respect for differences when working with students from diverse backgrounds. I understand that diversity includes many dimensions, including race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance. I believe that these differences provide the opportunity for valuable discussions about different experiences and perspectives. Further, these differences provide learning opportunities and opportunities to be challenged in a safer space for students who will be working in an increasingly multicultural world. I believe multicultural competencies are a journey, not a destination and it is important to realize that although we may never “reach” we are always “reaching closer”.
Overall, I promote understanding and respect for differences when working with students from diverse backgrounds. I understand that diversity includes many dimensions, including race, ethnicity, gender, abilities and disabilities, religious affiliation, language/dialect, origin/abode, ideology, traditions, sexuality, socioeconomic status, age, and appearance. I believe that these differences provide the opportunity for valuable discussions about different experiences and perspectives. Further, these differences provide learning opportunities and opportunities to be challenged in a safer space for students who will be working in an increasingly multicultural world. I believe multicultural competencies are a journey, not a destination and it is important to realize that although we may never “reach” we are always “reaching closer”.