Hey guys,
Got a little updated version of the handbook. Some of the sections still haven't been filledin but it's early days so i won't start panicing yet. Iv'e done quite a bit, specifically on the benefits and responsiblilties. But ye just have a look and give me some thoughts if you want!
Introduction:
This handbook has been designed to answer questions that you may have regarding academic mentoring, including what is actually meant by the term “academic mentoring”. This resource also informs the mentor of the required skills and responsibilities they must consider when taking up this role. This may include information on how to be a good mentor and how to refer people to other sources when approached with problems, which you can’t resolve. There are some frequently asked questions and a number of contact details that will be a useful source of reference.
What is academic mentoring?
Mentoring is…
Mentoring isn’t…
Dos and Don’ts
In this section we look at the rights and responsibilities of mentors and mentees.
Responsibilities of the Academic Mentor include:
- Attendance
- Enthusiasm
- Supportive
- Listening
- Professionalism
- Confidentiality
- Respect
- Following the academic mentoring guidelines
Responsibilities of the Mentee include:
- Attendance
- Respect
- Listening
- Taking part in the evaluation process
- Enthusiasm
- Completing any set tasks
- Being Honest
- Making the most of the opportunity
Rights of the Mentee include:
- To not be judged
- To be supported
- To be respected
- To have a mentor who is committed
- To feel comfortable with the mentee mentor relationship
- To gain valuable experience
Rights of the Academic Mentor include:
- To feel valued as an equal partnership between mentor and staff supervisor.
- To gain vital transferable skills and experience.
- To be supported.
- To be respected.
- To be listened to.
Goals and Aims of the project:
Our aim of the scheme is too improve the progression, retention and success through all aspects of the university. The project is aimed at all of the Universities faculties and the courses inside them. The STAMP scheme is ran by several key principles, which all mentors must abide by and make reference to when reflecting on the levels of their own mentoring criteria.
Mutual Benefit
Mentoring is a reciprocal relationship where the mentor, mentee, and institution benefit. These benefits can take the form of retention, achievement, confidence, compensation, knowledge, and skills.
Development of Skills
As part of the relationship, mentoring develops skills. These can be personal skills such as self-reflection, organization, time management, and perception and academic skills which include knowledge, critical thinking, and communication.
Approachability
Mentoring is an open relationship. The mentor, mentee, and institution must be approachable. The groups must serve in confidence and express a commitment of time and willingness to share and receive advice.
Flexibility
Mentoring must have a flexible framework around clear aims. The flexibility allows for changes to better reflect the needs of the relationship and that processes need be reflected upon and made more effective.
Benefits of Academic mentoring:
Benefits for the mentor:
- Better relationship with Staff members.
- New perspectives on processes.
- Reflection on experiences.
- Feel Valued and Appreciated.
- Job Satisfaction accompanied by financial assistance.
- Develop Employability and Life Experiences.
- Serve as a liaison between the University and Student.
- Provide assistance to a student by being knowledgeable and available.
Benefits for the mentee:
- Possible academic assistance.
- Student Ownership of the scheme.
- Draw from experiences of the mentor.
- Feel valued and appreciated.
- Develops employability and life skills.
- Better adaption to the University lifestyle.
- Develop a relationship with the mentor.
- Participating in mentor activities.
- Utilising knowledge gained from the experience in your academic studies.
- Allows for differences in work.
Benefits for Staff:
- Better connection with students and their needs.
- Sharing and reflection on ideas and practices.
- Increased student population, success and engagement.
- Decreased workload.
- Develop a collaborative relationship with a student mentor.
Student Experiences:
This is where we will post the statements given to us by the mentors on how the scheme has benefitted them.
Assessment and Evaluation Details:
e.g. the blog and mid-term evaluation sheets etc.
FAQs and Communication Skills:
FAQs
- How much time will mentoring take up?
This depends on how much time you can commit. However, if you sign up to become part of the student academic mentoring scheme, it will be a regular commitment. It does however; depend upon the mentee and mentor relationship and how much support is needed.
- What if I come across a problem I can’t deal with?
It’s important that you understand that you’re not expected to know the answer to everything. You will need to identify what the problem is and the most appropriate place to refer the mentee, whether this is to student services, welfare officer or the module lecturer.
- Do I have the right experience and skills?
You don’t need previous experience as a mentor and will receive full training from the student academic mentoring partnership. The only skills that are required are the ability to listen, non-judgmental attitude and enthusiasm
- What if my mentee never turns up to our planned sessions?
If your mentee doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentor never turns up to our planned sessions?
If your mentor doesn’t show up to a planned session then you should attempt to contact them to see why they missed the session, this could be done via e-mail. If they continue to miss sessions then you will need to approach the student academic mentoring partnership team to express you’re concerns.
- What if my mentee won’t leave me alone?
If you are having problems with harassment then speak to the student academic mentoring partnership scheme team. They will be able to terminate the mentoring relationship and discuss this with the mentee. Do not give our/your personal details such as phone number or address.
Questioning Techniques
Effective questioning is at the heart of mentoring. It is useful to think about questions under the following headings.
- Open questions,
Usually beginning with what, why, how,
Asks for knowledge, opinion or feelings. "
Examples are:
- “What do you feel you need to improve on?”
Use open questions to:
- Encourage the mentee to talk
- To help you see and hear things from their perspective,
- To allow them to have more control of the agenda
Closed questions:
Usually receive a single word or very short, factual answer.
Examples are:
- “Would you like a drink?”, “Do you know where the library is?”
Use closed questions to:
- Test your understanding,
- Discourage the other person from talking by appearing to restrict their options
- Try to be sparing in your use of closed questions, they can damage rapport.
Probing Questions:
- Usually seeking to gain further information and are based on what the mentee has already said.
An example is:
- “You say you enjoyed your last DS task, which aspect of the work gave you the most satisfaction? Do you think any aspects of the task could help you towards your assignment?”
Use probing questions to:
- Follow up and obtain more detail.
- to draw out more information about specific points,
- Aiming for depth rather than breadth of information.
Possible section on listening skills? – Any thoughts?
Enhancing Transferable Skill: - add some CAS workshops? and Sharon’s volunteer work?
Advice and Support Contacts:
That's all folks!
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