“Supporting Success”Mentor TrainingModule I

The best minute you spend is the one you invest in people.”

- Blanchard and Johnson

“

Module I Overview• Program Description • Program Outcomes• The Role of the Mentor

– Required Touchpoints• What To Do/ What To Avoid• Confidentiality• Communication: Effective Listening • Common Adjustment Issues• Campus Services • Self Reflection• References

Program Description

Program Description

“Mentors/coaches will support the transition of first year university students throughout first year. Current student success research encourages the use of mentors who function as coaches to support various facets of the student experience. Many aspects of post secondary transition can be identified as risk factors which could potentially impact student persistence and success. The Supporting Success Program is designed to mitigate many of the aspects of transition that could impede student success.”

Learning Outcomes

Mentors will…

• Increase knowledge of campus resources provided through training

• Enhance interpersonal skills• Enhance self awareness• Enhance oral and communication skills• Enhance collaboration skills • Enhance leadership development skills • Experience intellectual growth

Mentees will…

• Develop knowledge of campus resources through discussion with peers

• Develop an understanding of academic/classroom expectations

• Understand the challenges of first semester through discussion with peers

• Develop an appreciation of time management required for academic success through discussion with peers and explore to campus resources

• Learn about campus culture and extra curricular opportunities from peers

• Develop a connection to campus community through peers interactions

The Role of the Mentor

The Role of the Mentor

Mentors will meet regularly (please refer to the Required Touchpoints schedule) with students to provide information, positive reinforcement, referrals and engage in conversation to ascertain the student’s progress through the year.

Mentors will work collaboratively with professional staff from Student Development and Support to provide accurate, timely information and to ensure smooth referrals to campus resources which would best support the student’s needs.

The Role of the MentorMentor Meetings

Initial contact will take place via email once the new student has confirmed interest in being matched with a mentor/coach.

During Welcome Week a face to face meeting should take place.

Meetings should take place at a mutually convenient time and place for the mentor and student.

Face to face meetings are essential for the first few weeks to develop the relationship and establish expectations for both parties.

As the semester progresses, students may contact mentor by phone or email if face to face meetings are not required/preferred.

The Role of the MentorSample Expectations

What should the mentee expect from the mentor?• To maintain regular contact • To offer insight about the first-year university experience• To maintain confidentiality • To provide support in all areas of the student experience

What should the mentor expect from the mentee?• To return phone calls or emails • To update their contact information if it changes • To keep scheduled meetings or communicate with the mentor if

they need to cancel

The Role of the MentorThe Initial Face to Face Meeting

Your first contact with the student is crucial to starting a successful mentoring relationship.

Prior to the meeting, recall how you felt when you were a new student. What fears, questions, emotions did you have? Try to imagine yourself in your mentees shoes.

Determine the location and arrive early. Introduce yourself, shake hands, and smile. Sit comfortably to facilitate open communication.

The Role of the MentorThe Initial Face to Face Meeting

Briefly discuss your role.• E.g. “I will help you transition to the university by

providing information, support, and guidance.” Ask the student to tell you about his/herself. Point out things you have in common

• E.g. Program, hometown, interests etc.. Ask about specific courses the student is taking and how

things are progressing. Determine if they have met and exchanged contact

information with other students in their classes.

The Role of the MentorThe Initial Face to Face Meeting

Bring up reading requirements and stress the importance of keeping up.

Talk about resources such as Campus Life Line and S.T.E.P.S. that help support student success.

Ask about any questions they may have.• Do not give inaccurate information. • If you are unsure, ask your professional contact and

relay the correct information back to the student. Exchange contact information. Establish time and location of next meeting.

The Role of the MentorSubsequent Meetings

Inquire as to how things are going Questions to consider asking:

• What is the most interesting thing you learned this week?• What do you find your learning strengths to be?• Have you taken the opportunity to meet with your

professors outside of class?• Do you have TAs or GAs in your classes? If so, do you

know how to contact them for support?

The Role of the MentorSubsequent Meetings

Questions to consider asking:• Have you completed any tests/exams/assignments? If so,

how do you feel about the result? • Have you made any new friends or connections on

campus?• Are you experiencing any stress? Academic, personal, or

work related?• Do you have long term goals associated with your

education?• Have you used the Forge? Library?

The Role of the MentorRequired Touchpoints

Weekly in September, starting with Welcome Week After first mid-term or semester test After Thanksgiving break Early November Mid-November Just prior to start of final exams After Christmas break Prior to Study Week Early to mid-March Prior to final exams

Ongoing contact as required by student

The Role of the MentorReporting:

Mentors will provide a summary of their contacts and immediately report to staff any concerns they may have about the student’s progress or transition difficulties.

Reports can be submitted by email. Mentors will be asked to meet with a staff member as a

group on occasion to receive additional training or information, discuss their experiences and offer recommendations.

Each mentor will be assigned 1-2 students.

What To Do

What To Do Put your mentee first

To make the difference in your mentees life, you have to make a personal commitment to stay involved.

Approach your mentee on a basis of mutual respect You can develop trust by showing respect for your mentee

and their right to make their own choices. Mentors do not want to create dependency but to facilitate

self-responsibility, encourage self-direction and development of problem solving skills so that mentees can begin to take ownership of their successes.

Encourage short term goal-setting – this process will help your mentee gain a sense of control.

What To Do Take time to get to know your mentee

You may not feel connected to your mentee after your first meeting. Be patient and recognize that developing a relationship will take time.

Try and have a positive influence on your mentee It is critical that you serve as a role model for your mentee. Think about a role model in your life. What qualities do they

have that you emulate?

Assist with problem solving Empathize with their feelings but do not display pity. Help them look for realistic solutions and sensible

alternatives to overcoming barriers.

What To Do Be yourself

Are you self-aware? Confident? Caring ? Committed? These qualities will be an assert to you and your mentee. Be sure to share these great parts of yourself.

Share common experiences with your mentee Learning for the mentee is most likely to take place when

there is a consistency between what you suggest and what you do yourself.

Let them see the way you approach the choices, challenges, and opportunities that shape your experience.

What To Avoid

What To Avoid Generalizing

“Everyone hates Professor ________” is a generalization of the feelings of other students.

You do not really know what other students think, you only know what you think.

“I found Professor ________’s quizzes quite challenging. Reviewing regularly helped me do well”.”

Feeling discouraged Your mentee may resist at first. He or she may not

recognize the help you have to offer. Being persistent and genuine may help.

What To Avoid Blaming students

If a student misses a meeting, do not get angry with them. You may want to express your concern for them and restate the goal of the meetings. Work together to schedule another meeting, and follow-up with the student.

Making negative comments Remember that you are a role model and an ambassador of

the university. You should always be professional in your actions and speech.

Share your experiences in a positive manner. If you found a course highly challenging, talk about the ways you adjusted your study methods to succeed.

What To Avoid Being passive

Do not wait for the student to contact you if they have a problem. Be proactive.

If you sense an issue that needs to be addressed, ask them about it and follow-up.

Be sure to speak with your Professional contact if you are concerned.

Telling your mentee what to do You may find it helpful to inform, advise or suggest to the

student a certain action or strategy but the final decision should be theirs.

Confidentiality

Confidentiality• As a mentor, you will encounter confidential

information, such as students’ academic standing, personal difficulties, and/or contact information.

• You are required to keep this information confidential. You may only discuss these details with your Professional staff contact.

• You will be required to review and sign a confidentiality agreement prior to beginning your role. Violation of this agreement will cause your participation in the program to be terminated.

Communicating Effectively

Communicating Effectively

How you communicate with your mentee will shape your relationship. Listening is the most essential component of communication.

Tips for effective listening: Pay attention to the speaker. Look at them as you listen. Don’t think ahead about your own comments. Listen until

the speaker is finished and then take a moment to collect your thoughts.

Do not interrupt.

Communicating Effectively

Tips for effective listening: Be open and avoid jumping to conclusions. Do not try to change what the speaker is feeling – try to

understand it. Check in with the speaker to be sure you are following what

he/she is trying to say.• Paraphrase what you heard and repeat it back to the

speaker. • Ask for clarification when needed.

Use “I” statements, rather than “you” statements when speaking for yourself.

Common Adjustment Issues

Common Adjustment Issues

New and unfamiliar environment Exploring newfound independence Academic demands differ significantly from High School Seeking out and managing new relationships/ friendships Unacquainted with campus culture, procedures and

services Ineffective time management and study techniques Difficulty handling stress and maintaining health and

wellness Financial concerns and budgeting

Campus Services

Aboriginal Education Centre

• Provides Aboriginal students with a culturally supportive environment

• Lunches, gatherings, orientation events and an indigenous library

Contact information– www.uwindsor.ca/aec – (519)253-3000 Ext. 3481– turtleisland@uwindsor.ca

Academic Writing Centre• To engage students in meaningful English language

development to realize academic success– Provides writing support to students – Peer writers (in Leddy Library)– Research paper advice– Effective writing style tips– Classroom presentations

Contact information– www.uwindsor.ca/awc – (519)253-3000 Ext. 3405– awc@uwindsor.ca

Advising Centre• Assists students in selecting and organizing a

successful education plan to:– Add, drop or withdraw from a course– Understand and discuss students’ degree audit– Discuss problems impacting academic performance– Review academic progress– Discuss changing or choosing majors– Review degree/education plans– Clarify academic policies and procedures– Seek appropriate referrals

Contact information– www.uwindsor.ca/advising – (519)253-3000 Ext. 1414– advising@uwindsor.ca

Awards and Financial Aid• Accommodation of financial need

– The office explains the procedural and policy guidelines of the OSAP program, assists students during the application process, distributes funds, and handles appeals.

• Distribution of information on the various awards available for undergraduate study

• Work Study– Part-time work is available on campus to those students who

qualify for participation.

Contact information– www.uwindsor.ca/awards – (519)253-3000 Ext. 3300– award1@uwindsor.ca

Cashier’s Office• Current fee schedule listed at

www.uwindsor.ca/cashiers• Tuition fees vary depending on program –

approximately $2800.00 -$3400.00 per semester including compulsory fees (program dependent)

• Residence/meal plan fees and text book costs are extraContact information– www.uwindsor.ca/cashiers – (519)253-3000 Ext. 3307– cashiers@uwindsor.ca

Centre for Career Education• Part-time job postings• Resume assistance• Interview preparation• One-on-one services

and mock interviews• Co-op program• ICAN website

– www.uwindsor.ca/ican– Interactive Career Activities Navigator

Contact information– www.uwindsor.ca/cce– (519)253-3000 Ext. 3895

Computer Centre (Information Technology Services –ITS)

• Help Desk –for answering tech questions• CLEW –online learning management system• Computing Labs• Consulting services• Spam filter and information• Student employment opportunities• Campus wireless internet service• Email, internet and printing service (UwinCARD)• Software depot –purchase software at discount

Contact information– www.uwindsor.ca/its– (519)253-3000 Ext. 4440

Educational Development Centre

• S.T.E.P.S. - www.uwindsor.ca/steps– Presentation series to help student’s improve their learning

and study skills • Campus Life Line - www.uwindsor.ca/lifeline

– Support for a wide range of student needs and concerns including health and wellness, learning, personal, campus opportunities , and academic

• Student development opportunities• Orientation and Windsor Welcome Week• SOS - Volunteer and leadership opportunities

Contact information– www.uwindsor.ca/edc– (519)253-3000 Ext. 3287– sdevelop@uwindsor.ca

International Student Centre

• Assists international students with their transition to Canada

• Domestic students welcome to attend events and develop cultural awareness & understanding

• Over 10% of UWindsor students are studying here from another country

• ISC sponsors Wednesday lunch time movies for all

Contact information– www.uwindsor.ca/cisc– (519)253-3000 Ext. 3938– isc@uwindsor.ca

Office of the Registrar• Registration related information:

– Admissions– Transcripts– Grades– Course offerings– Calendars– Course changes and withdrawals

• Most information available online through SIS

Contact information– www.uwindsor.ca/registrar– (519)253-3000 Ext. 3315– registrar@uwindsor.ca

Leddy Library• Library tours and orientation workshops• Collection consists of over 3 million items• Resources and study tools include:

– Access to library via web– Electronic resources, books, videos, CDs,

etc.– Reference help centre, live library chat,

Twitter– Course reserve materials– Networked computers and workstations– Quiet study areas for groups & individuals

Contact information– www.uwindsor.ca/leddy – (519)253-3000 Ext. 3402

St. Denis Centre• Access to The Forge fitness centre,

pool, indoor track, basketball courts• First Aid and CPR certification,

personal training specialist, fitness instructor specialist

• Fitness and aqua fitness classes, sport instruction

• Dance, intramural sports• Student employment opportunities

Contact information– www.uwindsor.ca/stdenis– (519)253-3000 Ext. 2428

Student Counselling Centre• Provides free short-term, one-on-one counselling for personal

or emotional difficulties– E.g. Depression, relationship or family problems,

adjustment issues, anxiety

• Help students deal with stress

• Make referrals for longer term care

• All services are free and confidential

• Professional counsellers licensed by the province

Contact information– www.uwindsor.ca/scc– (519)253-3000 Ext. 4616– scc@uwindsor.ca

Student Disability Services• Accommodations for students with documented disabilities

• State of the art technological hardware and software

• Special FREE transition program for students with learning disabilities BUILD – visit www.uwindsor.ca/build

• Contact office as soon as possible to provide required documentation and ensure accommodation are ready when needed

• ‘Adapting to University’ support for students with mental illness

Contact information– www.uwindsor.ca/disability – (519)253-3000 Ext. 3288– disability@uwindsor.ca

Student Health Services• On-Campus Health Clinic

– Acute care, minor surgery, allergy injections, lab tests (blood work), travel immunization, TB shots

• Health education classes– Smoking cessation, safe sex, nutrition, counselling etc.

Contact information– www.uwindsor.ca/health – (519) 973-7002– CAW Student Centre, Room 242

• Student Centre Pharmacy: Accepts all health plans• Chiroworks: Chiropractors and massage therapy• Campus Dental Centre: Full dental service

Don’t Be That Guy/Girl

• Campus Alcohol and Drug Prevention Campaign

• Events throughout the year promoting:– Awareness of dangers– Alternatives

• Take the E-Chug Challenge: An online survey of your drinking habits. – www.dontbethatguy.ca– www.dontbethatgirl.ca

• Additional support provided by the Student Counselling Centre

Case StudyDuring your last meeting with Brent, your mentee, he communicated to you that he is struggling in his course, Foundations of Academic Writing I. He is beginning to fall behind and is concerned that he may not be able to catch up as he is finding the material quite challenging.

Furthermore, Brent confides in you that he is also worried about finding a part-time job. As he is new to the Windsor area, he does not know who to talk to or where to start looking. He knows that rent is due soon and wants to ensure he has the funds to cover his share.

These issues seems to be causing Brent a good deal of stress.

1. What suggestions would you offer to Brent? 2. What resources might you suggest he connect with?

Self Reflection

Self Reflection• As a mentor you will want to engage in continual self

reflection.

• Periodically ask yourself: What is working well? What could be working better? What changes are needed and how can I begin to make these changes? What additional information do I need to do my job well?

• You can begin this process today by asking yourself, “What other training would be beneficial to me as a mentor?” – Suggestions can be sent to danielle@uwindsor.ca

References

References

California University of Pennsylvania. (2009). Peer Mentor Training Manual.

Ender, S. C., & Newton, F. B. (2000). Students helping students: A guide for peer educators on college campuses. San Francisco, CA: Jossey-Bass Inc.

Vermont Student Assistance Corp. (n.d.). VSAC Mentoring Manual. Retrieved July, 29, 2010, from www.services.vsac.org/wps/wcm/connect