Initial Publication Date: February 7, 2023

Connector or advocate mentor role

Framing Question: How can we build mentor capabilities for advocacy, connection and networking for Alaska-based undergraduate students in the sciences?

Met live over a handful of hours total to converse
Tag-teamed keeping notes and cataloging conversation
Got caught up in the beginning about the idea of creating a polished product, and then relaxed into the process
Got excited about creating a building block, rather than a final product
Reflections on own identity and status and how that might influence what we're bringing to the process
Moving out of the "doing" mindset

Documentation of the process, compilation of resources, minutes from meetings
Realized that a lot of what was discussed was about putting together guides for mentors themselves - how to be an advocate (not just how to be a mentor, but something more specific)
Similar to an annotated bibliography. Started a list of specific actions that mentors can make.
One thing that still is out there that we were moving towards was mentor training. Mostly focused on having our resources available as building blocks.
Epiphany moment: that the resources created are for ourselves just as much as they might be for other people - for our future selves as we continue to mentor.
Narrowed down framing question into building mentor capabilities
Potential product idea: how to make it fun and engaging and joyful. Play is so important! This is important with our busyness culture and with student stress.

How can we get mentors and mentees to trust in this process?
Could add something about play to our original framing question.
How could we do a better job of training mentors on how to advocate & network, for example: guiding mentees in how to network?
- Diving deep in the literature and also just the popular literature about how to network
- A difference between advocacy and being a "king-maker" - making things really happen for mentees, giving them chances, pushing them to get jobs, funding, giving them special assignments.
How can you really help your mentee in situations where you don't have the power (e.g., when you don't control funding decisions, etc.)?
How do we know when to ask on their behalf and to encourage them to build their own relationships?
- Create a foundation for a relationship
Aspect of lifelong learning: Reflecting back on our previous mentorship and mentoring experience to take away lessons learned
How to weave in lessons from other communities of practice?

Suzanne Steinert, Beluga Whale Alliance

Kim Kloecker, United States Geological Survey

Ingrid Harrald, Kachemak Bay National Estuarine Research Reserve

Josianne Haag, University of Alaska Fairbanks

Marina Alcantar, University of Alaska Fairbanks, College of Fisheries and Ocean Sciences

Syverine Bentz, Kachemak Bay National Estuarine Research Reserve