In this paper, we outline some strategies that we have found useful in our everyday practices as faculty members at a variety of universities in Canada and the USA. We first set a framework for being a mentor while engaging feminist praxis. We then discuss strategies that would be useful in choosing a mentor as well as being a mentor; for mentoring undergraduate students as well as graduate students. We conclude by suggesting that working toward self-mentoring is a goal.
Journal of Geography in Higher Education
Volume 23, 1999 - Issue 3
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