Personal relationships with faculty mentors who encourage students to pursue their goals have a major impact on undergraduates, in outcomes ranging from academic success to general well-being after graduation. Their mentors also benefit, as more engaged students do well in their courses, become student researchers or undergraduate TAs, and enrich the geosciences by bringing a greater variety of perspectives and backgrounds. Despite the proliferation of formal mentoring programs, research suggests that most meaningful mentoring relationships emerge organically, as mentors and mentees engage in exchanges that build mutual respect, trust, and value in the relationship. This workshop will explore the empirical research on effective mentoring practices and provide a venue for self-assessment and sharing of approaches to developing deep relationships between faculty or TAs and their undergraduate students.