Transcript Slide 1
The 2010 Mentor Preparation Program Jim Elliott START Manager Ebonee Lynch Mentor Program Coordinator
While you’re waiting – introduce yourself to three people you don’t already know
Materials that you should have…
• • • • • • • • Name tag Schedule for today Mentor handy guide Cap Mentor Program Brochure Unilife support services leaflet Support Services Map A green and a yellow activity card
Training Day Outline: 8:30 Registration 9:00 9:10 1:30 3:15 3:30 Welcome, Introduction and Evaluation data The role of a Mentor
What is a mentor?
What is expected of you?
What are the role boundaries?
What will you be required to do?
What are the gains other than those recognised by Curtin?
9:30 9:45 10:10 Guest Mentor Speakers Effective Communication
Effective communication Communication channels – some practical tips and tools to use
New student Issues Activity
•Think pair Share: What will new students face?
What do you wish that you knew when starting University Morning Tea
10:30 – 11:00 Diversity Issues Session 11:00 New to Perth issues 11:15 11:45 Duty of Care and Support Services Cultural diversity Scenarios
Culturally Diverse Panel
12: 00 12:30 Curtin Support Services ad Duty of Care Lunch and Meeting with your Mentor Program Coordinating staff member (Agenda) Individual Area Sessions Administration and Evaluation
End
What is the mentor program all about?
• A little story…
A triple-win
• The program has gains for: – Mentees – Mentors – Curtin
What do they get?
Positive Negative
What they liked…
Helped you find your feet
Take the stress out of starting Uni!
What did they want?
“My mentor was an excellent mentor. Bonnie helped me when ever I needed help whether it was tests, assignments, info about lectures or tutes. She always replied my emails (the day after!) and offered to meet up with our group during breaks she was always friendly and helpful”
“He was great. Always available ready to help and always smiling! A smile is all you need from time to time to get through the day” “She offered a lot of advice on what’s important; she’s helped me at all times and has given me a lot of confidence in the course”
Real Data From The Mentee Evaluations The Influence Of Mentors On The Mentees Decision To Continue At Curtin If Considered Withdrawing
1 - Yes Essential 2 - Yes Significant 3 - Yes a little 4 - No, Mentor Not Involved
The Impact of Mentors on decisions to persist at Curtin
If considered withdrawing, Mentors influence on decision to continue at Curtin 1 - Yes Essential 2 - Yes Significant 3 - Yes a little 4 - Mentor Not Involved 5 - N/ A – Never Considered Percentage 1% 4% 9% 15% 72%
4,5
The Average Of Indictors Of Mentor Impact Across All Participating Schools
4 3,5 3 2,5 2 1,5 1 0,5 0 Average Ranking
What’s in it for you?
• • • • Leadership experience – This will not be the last time you are in a mentor/mentee relationship Making a difference to other students Meeting people Recognition of your contribution
What’s in it for Curtin?
• • • • • Reputation Positive student experiences Builds a sense of community Effect on staff workload Helps keep bums on seats
The Role of a Mentor What is a Mentor?
A Mentor is a current Curtin student in the same course as you who can assist new students with an introduction to uni life and will give them an understanding of life as a Curtin student.
The general idea is to assist new students to successfully transition into University to become: • Independent learners in a new environment • • to enable student success and an improved student experience • • to link new students to appropriate sources of support in a timely way • Participate in the training, and the scheduled events throughout the period of being a mentor Assist new students beginning university Actively offer support to your mentees
What are some personal gains for Mentors? • Experiences that can be taken beyond university into your workplace and beyond • Build on the ability to develop relationships with people • Personal growth and professional development • Different perspectives on issues • Enhanced communication and leadership skills • A way of making a contribution • Enhanced communication and interpersonal skills (Harris, P & Daley, J, 2006)
Leadership + Teamwork + Cultural Awareness + Effective communication
SUCCESS IN CAREER
As a mentor you will gain skills such as: • People coordination and management – This is irrespective of your management level • Team work – You are accountable for a group of students, be aware of the value of this • Cultural awareness – Learning to respect, learn from others and be exposed to other cultures • Networking – you will need these skills for the rest of your life • You are now working with your professional network, you are guiding this association
What is expected of you as a Mentor?
• Listen & question • Utilise your communication and interpersonal skills • Pass on what you know • Offer a different point of view • Offer support, encouragement • Give well-informed advice • Refer on where appropriate • Celebrate success
What are the role boundaries?
Don’t: • Compromise your own study / work /life balance • Be available 24/7 • Put yourself in a situation where you are not comfortable – seek help from your mentor program coordinator and the various support avenues • Meet alone off campus • You are not: A teacher A counsellor A private tutor A representative for academic matters and disputes
What are you required to do as a Mentor?
• Remain in contact with your mentor program coordinator • Remain in contact with your mentees and communicate using the various channels • Encourage your mentees to construct their iPortfolio • Active involvement in the school's StartUp Week with new students • An expectation that you will meet your mentees on campus either individually or as a group during the semester • A minimum of two mentor meetings with the Mentor Program Coordinator in your area during the semester • Participation in the evaluation process at the end of the semester
Guest Mentor Speakers 9:30 – 9:45 Brooke Jones Rhiannon Italiano Vaelei Walkden Brown
Email Netiquette…
What is wrong with this email to mentees?
From: [email protected]
Subject: Wassup my HOMEYS????
Yo Homey, What’s cracking? I’m busy as a mofo and have no time for my stupid assignments. What’s going down with your uni work? Im busting for the weekend so I can frost myself and hit the town. You down?
Outty for now, Mr Mentor man (ps like my cartoon … ha ha ha)
Effective Communication
Mentoring will involve aspects of interpersonal skills Interpersonal Skills: One aspect of leadership is Interpersonal skills. To develop these you must: • • • • • • • Communicate powerfully Inspire others to high performance Build trust Develop others Collaborate and develop strong teams Involve others in communication To develop others, develop yourself (Zenger, J and Folkman, J, 2004)
Effective Communication
Communication channels Some practical tools to communicate effectively with your mentees: • Meet with your mentees on campus – if they do not attend StartUp Week, organise an alternative time to meet with them • Blackboard – utilise the online environment ask your coordinator to set up a Mentor Program unit or section under one of your units • Utilise email – it is a good idea to get the students preferred email and show them how to divert their Oasis email • Use text / phone if you are comfortable with this • Schedule meetings with doodle: http://doodle.com
• Online forum: http://forumotion.com
New student Issues Activity
Think pair Share: What will new students face?
What do you wish that you knew when starting University?
Share your thoughts
Morning Tea 10:30 – 11:00am
The Diverse Campus…
• Everybody is not the same
Who is new to Perth?
• Most International students • Most students from rural WA • Australians from other states All will experience some degree of culture shock
Being new to Perth
Culture Shock… 1. An initial exciting period – feeling UP!
2. Disappointment and/or confusion – feeling DOWN!
3. Adjustment period / Recovery – feeling UP!
4. Sense of isolation – feeling DOWN!
5. Adjustment period / Recovery – feeling UP
Cultural Diversity Scenarios and being new to uni and/or Perth
• …the diverse things at Curtin that you may face as a mentor…
Scenario 1 - Age
You have met with your mentees and you find you have a group with a range of different ages. You receive an email in week 2 from one of your mentees, Karen who does not seem to be coping well with the return to study. She has been out of study for 20 years and is finding it hard adjusting to University and in particular the study aspects.
Scenario 1 - Age
Age is not 100% correlated with anything but….
We can expect more mature-aged students to : • • • • Be juggling study with family, job and other commitments Have not studied recently Have less familiarity with IT issues Know what “cc” on email originally referred to • • • • Younger students may have age-related issues to do with: identity formation and maturity career path choice personal independence relationships and sexuality
Scenario 2 - Religion
•
After meeting your Mentees for the first time, you find out Hassan is religious. You have not been contacted by Hassan very much through the semester. It is nearing exam time and Hassan has contacted you with a concern that an exam may clash with a religious holiday or event. What could you advise the student to assist him?
Scenario 2 - Religion
There is great variation in the significance different students attach to their religion – from it being of central importance to virtual irrelevance. Curtin has just about any religious group you can think of.
It is easier to be unintentionally offensive on religious grounds than almost anything else.
Scenario 3 - Disability
It is nearly the exam period and the draft timetable has come out for students. You receive an email from Beth, one of your mentees who has a particular query related to extra time allowance. She says it is because of a disability but does not define it. How can you assist or direct this student to some help?
Scenario 3 - Disability
Most disabilities are not obvious to an outside observer. This includes: • Physical • Sensory • Learning • Mental Health • Long and short term medical conditions Many students choose not to disclose a disability, and may be sensitive about the matter
Scenario 4 – International Student
It is week 3 and you receive a text from Yuko, who arrived from Japan just before the semester started. She is a little distressed when you meet. She does not like the course she is in and would like to change; she is having a problem setting up a bank account and is also feeling a little homesick. What can you do to assist this student?
Scenario 4 – International Students
Approximately a quarter of Curtin students are International The proportion varies a lot between courses Major issues include: • • • • • • • Poverty Homesickness Family expectations English language Religion Exposure to “western style” education Etc.
Scenario 5 – New Country Student
One of your mentees has just moved from Esperance to Perth. This is his first time away from home and he is living in student housing. Consequently he now has to look after himself with things such as budgeting youth allowance, shopping, and cooking – which are all things that he has never had to do before. What kind of suggestions do you have to assist him?
Scenario 5 – New Country Student
Every country student has to move away from home, whether he/she is ready or not.
No country town in WA has a population bigger than ~30,000 They are often lonely Not every country student is a farmer However, they do speak English….
Scenario 6 – Assessment Issues
This week you have received a text from a distressed Mentee who has received her first assignment back and failed just by a fraction. She is very disappointed and upset about this as she put in an immense amount of effort and research on this one and was sure that she was on the right track. What are the steps that you take to assist this student?
Scenario 6 – Assessment Issues
The first major assessment is a key point for many new students They can be very unsure about the standard expected, and the amount of work required.
Some may react negatively to a poor result
Scenario 7 – Personal Issues
Jenny contacts you on the phone crying and sounding devastated. After some time you finally manage to calm her down and find out what exactly that she is upset about. It turns out that she has been dumped by her boyfriend of 1 year and she is extremely down. She has turned to you for some help. What can you suggest to assist this Mentee or how can you point her in the right direction?
Scenario 7 – Personal Issues
• Bad stuff can happen to anyone at any time • What you may consider relatively trivial may be a big deal to someone else – be prepared to listen • You can probably be helpful with smaller scale situational issues, but less so with significant mental health issues • Recognize your role boundaries – more on support services later today…
Culturally Diverse Panel 11:45-12:00 Michelle Harris Kaye Lirio Chris Hossen
Curtin’s sources of help and your duty of care
– It is important to be familiar with what is available….and to link your mentees to the right service in a timely way
The University Life Portal
• http://unilife.curtin.edu.au/ - this page has: – – A link to every support service offered at Curtin A service finder, in case you are not sure which service you might need – You’ll find a link to this from the Current Students web page and anywhere that has the “Don’t Drop Out, Drop in” button
Risk Management
• The role for both mentor and mentee should be non exploitative: – – – You are not your mentees’ “representative” You must not act beyond your expertise The mentor is not an expert on everything – – – You do not have to be a close friend It is not a dating service Any private knowledge mentors gain about an individual should remain private
Risk of harm
• In the unlikely event of a mentee threatening self-harm or harm to others: – Do not try to manage this yourself – Contact the Counselling Service immediately – ph 9266 7850 – Or Contact Lifeline All hours 13 11 14 Web address http://www.lifelinewa.org.au/
The Learning Centre The Learning Centre Level 1, Library
http://learningsupport.curtin.edu.au/home/index.cfm
– Offers a range of seminars and workshops to assist students to get better academic results
Counselling Services
Level 2, Building 109 Ph 9266 7850
• • • • • • A free and confidential service. Appointments are required but counsellors may be seen on short notice for emergencies Includes a group program http://counselling.curtin.edu.au/ Disability Support Services are also located in the same area http://counselling.curtin.edu.au/disability.cfm
Health Services
Level 1, Building 109 Ph 9266 7345
• • Provides comprehensive general practice patient care plus overseas immunization. http://healthservices.curtin.edu.au/
START Building 102 Ph 9266 1663
• • • • • Student Advisers support new-to-Curtin students and responsible for transition programs run each semester.
http://unilife.curtin.edu.au/newtocurtin/index.cfm
Also available for one to one chats Can also refer you to other services on and off campus to support your life while at Uni – a great starting point for students who are unsure who they need to speak to.
Email [email protected]
International Student Advisers
Building 102 Ph 9266 2434 [email protected]
• • For International students, we can assist with: – A smooth transition into university life – Personal issues – Academic concerns i.e. conditional status, struggling with units, course etc – Advice on how to handle complaints and grievances – Liaison between student and faculty or School (Course Coordinator, Unit Controller etc.) if you have problems explaining yourself – Any other situation that you are unhappy with or unsure of http://connect.curtin.edu.au/isa/
Housing Services
Building 103 Phone 9266 4430
• • • Advice on all accommodation related issues Eg: finding on-campus, off campus and private sector accommodation, paying fees, transferring rooms. http://housing.curtin.edu.au/
Curtin Careers Centre
• • • Building 599 Phone 9266 7802 http://www.careers.curtin.edu.au/ • Support for any career-related issue – including course switching • Can also put you in touch with a mentor already working in your profession
Curtin Volunteers (CV!)
Curtin Hub, Building 599 Ph 9266 3954
• • • A non-profit, student-led organization that gives Curtin students and staff an opportunity to give back to the community through a huge range of rewarding programs and projects.
Extremely useful to help new students build a social network and improve conversational English http://cv.curtin.edu.au/
Recreation@Curtin
• Getting off your butt and being active is a top stress management tool • The new sports stadium offers a ton of activities in addition to existing facilities • • Ph 9266 7052 http://recreation.curtin.edu.au/
Curtin Business School students
• • • CBS also offers a range of support services for CBS students See See the Communication Skills Centre – Building 407, Room 202 – Phone 9266 3079 http://www.business.curtin.edu.au/business/current students/writing-and-study-skills-support
Financial information
• • • Student Central, Building 101 Phone 9266 2992 http://scholarships.curtin.edu.au/ • Emergency Loans information: http://studentloans.curtin.edu.au/
Centrelink
• • Building 106 Phone 132 490 • • http://www.centrelink.gov.au/ Contact page: http://www.centrelink.gov.au/internet/intern et.nsf/contact_us/index.htm
Student Central & Faculty Student Service Offices – there is often an administrative solution to some problems • • See website for a vast array of services – – Enrolment – Fees – Examinations – Appeals – OASIS / eStudent – Lots of other essential things… http://students.curtin.edu.au/
OASIS-based resources
• It is good to familiarise new students with all the stuff they can access from OASIS • The StartUp Channel is especially useful • • Let’s log in… http://www.curtin.edu.au
/
Student Guild
• Building 106A Phone 9266 2900 • • • http://guild.curtin.edu.au/ Student Assist http://guild.curtin.edu.au/go/student-assist (check out Bookshop Grants….) Recreation http://guild.curtin.edu.au/go/guild-rec
The Library
Not so much a support service as an absolutely essential tool for new students
Other key resources
• Before moving on – think… • • Are there any other key learning resources in your area that a new student should know about? Labs, common rooms, whatever?
Lunch and Meeting with your Mentor Program coordinator: 12:30 -1:30 Grab some lunch and head outside somewhere or there are some available rooms to use: Thursday: CBS – 405.201
Art – 405.204
MCCA – 405.205
Architecture – 405.216
URP, SSAL, Construction management, Speech Pathology – 408.1019
Afternoon Session 1:30 – 3:00pm Group A: Curtin Business School
Remain in Haydn Williams
Group B:
Go to: 408.1019
• • • • • • • • • • Art URP Architecture SSAL MCCA Multimedia Design Construction Management Speech Pathology Biomedical Science Spatial Science
A bit of the admin stuff
• • • Registration Evaluation Risk Management
The Mentor agreement
• • Submit the Mentor agreement online: http://mentoring.curtin.edu.au/mentors/Agreement.cfm
Recognition of your role
• • • • • There is financial recognition for your role The possibility of a bonus voucher When you have completed your period as a mentor, it is added to your student record as a Supplementary Statement of Student Achievement You can collect a Certificate of Participation from START Mentees are invited to nominate mentors for additional recognition – see http://unilife.curtin.edu.au/newtocurtin/mentoring/mentee_gains.cfm
Evaluation processes for the Mentor Program
• It is important to obtain evaluation data: – To validate your role (and pay you!) – To improve the program – For research purposes • • Let’s look over the Evaluation process at http://unilife.curtin.edu.au/newtocurtin/mentoring/evaluation_2010.cfm
Mentor evaluation
• I use your feedback to: – Report on this program to the University – Provide information to future mentors and mentees • See previous mentors comments at: http://unilife.curtin.edu.au/newtocurtin/ment oring/mentor_gains.cfm
Mentee evaluation
• • • • We collect your mentees feedback to: – Report on this program to the University – Provide information to future mentors and mentees – Mentee evaluation: http://mentoring.curtin.edu.au/staff/evaluation.cfm
See previous mentee comments at: http://unilife.curtin.edu.au/newtocurtin/mentoring/mentee_ gains.cfm
Any queries
• If a mentor or mentee has any concerns, make contact with… – Your course coordinator / Coordinating staff member – Ebonee Lynch, Mentor Program Coordinator • Phone 9266 9822 – Jim Elliott, START Manager • Phone 9266 1821 – Email us at [email protected]