Mentoring Connection: Redefining Mentoring as a Holistic Community

Approach to Sharing Knowledge and Building Networks

Margaret Colton and Penny Kaill-VinishOffice of the Dean of Students, McGill University

CACUSS Conference Vancouver, 26 May 2015

Presentation Outline

1. Introductions2. Define “Mentoring”3. Program Overview4. Mentoring Reimagined5. Current Program Structure6. Challenges7. Program Developments8. Our Holistic Approach9. Achievements 10. What We Have Learned11. Looking Forward

What does “mentoring” mean to you?

Welcome to the Staff-Student Mentoring Program!

Designed to spark informal out-of-the-classroom conversations between diverse members of the McGill community with the overall goal of enriching the university experience for all.

A Brief History

It started with an idea, sparked by Professor David Harpp…

“It’s someone who has your back, as the phrase goes.”

-- David Harpp

Collaboration

… and continued with the collaboration of 4 former McGill students.

Why is it difficult for McGill community members to connect?• Large classroom size• Immense student population (~40 000)• Immense overall university population (~1 700 faculty)• One can walk across campus and never spot a familiar face!

Implementation

Together, Prof. Harpp and his student partners proposed a solution to former Dean of Students, Jane Everett…

… and the Staff-Student Mentoring Program launched in February 2011!

Mentoring Reimagined

Anyone can be a mentor, and mentoring can take many forms.

Every mentoring relationship will be unique in its nature and scope and will develop organically over time.

A mentoring relationship can help close gaps, foster connections and build networks, as participants discover new opportunities and share knowledge and exchange insights about a wide variety of topics and interests.

Current Program Structure

Mentees• Undergraduate students

Mentors• Graduate students• Management, administrative and support staff• Faculty, course instructors• Healthcare professionals• Young alumni (coming soon!)

Pairing Process

1. Undergrad student fills out application form2. Indicates mentor choice:• Graduate student• Faculty member• Management, administrative and support staff

member• Healthcare professional (if they qualify)

3. Automated vs. Manual Pairings

Year Automated Pairings

Manual Pairings

2013 - 2014 38 % 62 %2014 - 2015 32 % 68 %

Special Considerations

We have made manual pairings based on…• Language• Academic/research experience• Work/volunteer/life experience• Gender• Specific skills (i.e. public speaking)• Interests/hobbies• Political/philosophical ideologies• Sexual orientation• Ability

Top 10 “Special Considerations”

1. Medicine2. Research3. Specific Academic Disciplines4. Travel/International Affairs5. Networking6. Neuroscience7. Language 8. Writing/Publishing9. Career Trajectory10. Public Speaking

Honourable Mentions:1. Law2. School/Life Balance3. Business/Management

Participation

Academic Year Total Number of Pairings

2012 - 2013 126

2013 - 2014 127

2014 - 2015 106

Year of Student Total Number of Paired Mentees (2013 – 2015)

U0 72

U1 83

U2 43

U3 32

U4 3

Challenges

• Current financial climate• Human resources• Faculty buy-in • Technological limitations

Continued Development

Stream options:• Graduate student mentors• Faculty and staff mentors• Widening Participation Committee mentors• Young Alumni mentors

Rebranding to Mentoring Across McGill

Graduate – Undergraduate Mentoring Stream

• Approached by interested graduate student, Rachel Schwartz• Increase in academic pairings because there is no conflict of interest• Increase in research pairings because grad students are more “available” than faculty

Academic Year Total Number of Pairings

2013 - 2014 312014 - 2015 56

Faculty of Medicine’s Widening Participation Committee • Scarcity of healthcare professionals from Indigenous and Black communities as well as rural and low-income backgrounds • Under-representation creates shortages of healthcare professionals in these communities• Exacerbated by students’ limited interactions with people from these populations during their medical studies

Our Holistic Approach

• Everyone has something to offer!• Learning happens both ways • Challenging traditional hierarchical structures • Providing options • Connecting the disconnected

Achievements

• Multi-disciplinary mentorship pairings• Pairings based on individual and diverse student needs not met within traditional structures• Providing skill development and access to areas not traditionally available to undergraduates• Access to healthcare professions• Elevating the importance of connection

What we have learned

• If you build it, they will come• The domino effect• Mentoring as community building

Looking Forward

• Young Alumni mentors• Training modules for mentors• Program assessment• Continued program growth

Thank you!

For more information, please feel free to contact us!

• undergrad.mentoring@mcgill.ca • www.mcgill.ca/mentoring