SUPPORTING STUDENTS THROUGH 4 Program Models that PEER MENTORING - - PowerPoint PPT Presentation

SUPPORTING STUDENTS THROUGH PEER MENTORING

4 Program Models that Work

WHO WE ARE

ADRIENNE NUSSBAUM

 Director/Assistant Dean  Office of International Students and Scholars  Boston College

STEPHEN SILVER

 Director of International Student Programs  Office of Pluralism and Leadership  Dartmouth College

SANDRA LEMONS

 Director for International Student Services  Office of International Affairs  Indiana University Purdue University Indianapolis

ZAHRA AHMED

 Director, Civic and Community Engagement  Division of Undergraduate Education  University of California, Irvine

BOSTON COLLEGE

International Assistant Program

PROGRAM OVERVIEW

• Program was created in 1980 by international student from Taiwan working with administration. I have

been overseeing since 1987.

• 75 International Assistants matched with approximately 300 new freshmen and exchange students; 4

students per IA; All new international students are automatically matched.

• Volunteer-no compensation except for a t-shirt and some free meals!
• Divided into 9 Cluster Groups-Each with 2 International Coordinators who are returning IAs
• Mostly American/some internationals; More females than male, More A&S than other schools
• Supervised by Director of OISS with assistance from GA

12 month program overview

• August: IA Workshop and International Student Orientation
• September-December: Welcome Social; Halloween Event, Thanksgiving Dinner, Holiday Social, Red

Sox Game, Cluster Group events

• January-February: Spring Orientation; Recruitment for new IAs
• March-May: Interviewing, Selection and Initial Training of new IAs; Celtics Game, Easter Event
• June-July: Match IAs with students; prepare for training and orientation

INTERVIEW AND SELECTION PROCESS

• Interviewing and selection done by 20 current IAs who comprise “Steering

Committee”

• Trained in interview skills, IA qualifications, and selection meeting process
• 30 minute interview conducted by pair of interviewers; Each interviewer on

two teams

• Have very structured interview questions for consistency with some

flexibility for hypotheticals

• Need to complete evaluation form on each candidate on 4 most important

criteria for IA after interview and at end of process:

• Personal Qualities/Communication Skills
• Knowledge of IA Program and demonstrated year long commitment
• Knowledge of BC and Boston-Good resource person
• International perspective and interest (not necessarily experience)

Selection done at one all day/night meeting Applicants presented anonymously except for returning IAs All peer decisions/group consensus-challenge each other

TRAINING

“The IA program is like studying abroad everywhere in one year. It has given me a much wider range of experiences and opinions about life than I'd normally have access to. It has also helped me take a better look at my own culture, and has furthered my awareness of it. I've become more critical of some things that I hadn't noticed before, and more proud

• f others."

4 Hour Training at end of April right after selection

• Icebreaker
• Role plays of IA/IS relationships
• Panel of IAs and ISs
• Barnga cross-cultural simulation
• Social

4 Hour Training of International Coordinators in August

• Leadership skills
• Communication
• Delegation
• Motivation
• Logistical details

2 ½ Day Training of All IAs in August preceding Orientation

• Ice breakers
• Cluster Group Meetings
• Values in other cultures
• Cross-Cultural Communication
• Cultural adjustment
• Resource Information
• Bafa-Bafa Cross-cultural simulation
• Social Justice Activity

RESPONSIBILITIES

“I remember someone told me that the program would change my life. I thought "yeah right" and I now realize that he was right. The IA program literally transformed me from a girl who had never been

• ut of New England to

a world-wide traveler. It has made me more culturally aware and sensitive and allows me to truly embrace cultures that I would have to wait a lifetime to otherwise encounter.”

• Attend 4 hour training in April
• Participate fully in 3 day International Assistant Workshop and 4 day International

Student Orientation at end of August

• Attend Evaluation and Orientation Session in January
• Attend OISS organized events throughout year
• Attend cluster group events throughout year
• Meet with your students on a regular basis, especially first few weeks
• Serve as cultural informant
• Help students meet Americans
• Serve as resource person
• Get them involved in BC co-curriculars
• Help them get to know Boston
• Help with any issues: academic,
• roommate, culture shock, etc.

CHALLENGES

• Keeping IAs motivated through

entire year

• Getting freshmen to be involved as

much as exchange students

• Budget-not a club
• Growth in program - used to be 1-1

relationship with 30 IAs and 30 freshmen

• Can no longer include TCKs or Americans

abroad

DISTINCTIVE FEATURES

“Looking back at my

four years of college, I can think of few experiences as valuable as the International Assistant

• Program. I think I

have gained more from the program than I could possibly

• give. I have learned

about other cultures. I have learned about new ways of doing

• things. In the process,

I have learned about the US, my culture, and most importantly,

• myself. Through the

friends and love I felt in the IA program, I know I am a better person. I will carry the experience with me always."

• Structure of peer interview/selection

process

• Competiveness of selection process-

some years has been 1/5 who apply get in

• Impact on IAs who are intentionally

mostly Americans

• About 1/3 of IAs are returning
• Social Justice piece as part of IA

training-hope to do more of this in the future.

DARTMOUTH COLLEGE

Name of program?

PROGRAM STRUCTURE

• Program created in 2001 for 24 new international students mentored one-on-one by 24 mentors.
• Currently one International Student Mentor Coordinator, 10 Mentors, 10-13 protégés per Mentor.
• While the ISM program is voluntary, mentors and mentor coordinator get a $300 meal stipend.
• U.S. students may be ISMs, and protégés include transfers, exchange, and U.S. overseas students.
• Protégés are supervised by Director of International Student Programs and Mentor Coordinator
• Program timeline:
• Spring term selection of International Student Mentor Coordinator and 10 International Student

Mentors

• Mentors and Mentor Coordinator correspond with new international students in the summer
• Late August/early September Mentor Training Days, Boston Logan Meet & Greet, ISO
• September through early March mentors advise, assist protégés; and plan up to four programs

INTERVIEW/SELECTION PROCESS

• International Student Mentor Coordinator (ISMC) Selection Process
• Mentor Coordinator position advertised to all Mentors and international

undergraduates.

• Prospective Mentor Coordinators submit applications, meet with ISP Director and

previous ISMC.

• International Student Mentor Selection Process and Requirements
• International Student Mentor positions advertised to all undergraduates.
• New International Student Mentor Coordinator helps select new Mentors.
• Prospective International Student Mentors complete applications; 15-30 students apply.
• Group interviews for applicants include hypotheticals and programming questions.
• Mentors must show genuine interest in the world via travel, study abroad, heritage,

culture, etc.

• Mentors must participate in mentor training, and be on campus for fall and winter

terms.

• All mentors participate in International Student Orientation.
• Returning mentors must still apply and interview for the position

TRAINING

The Logistics of International Student Mentor Training Days

• Mandatory two day training in late August/early September.
• Training at a site distant from main campus but in walking distance.
• Breakfast, lunch and dinner catered for the two days.
• Two mentors conduct Boston Logan Meet & Greet; eight plan, implement Hanover student arrivals.
• One mentor selected to manage distribution student linens shipped to campus.
• Mentors staff, monitor ISO sessions; plan the student-led and conducted sessions of ISO.

The Content of Mentor Training Sessions

• Dual purpose: mentor bonding and learning about campus resources
• Training sessions led by campus partners, and mentors participate in brainstorming, problem solving.
• Campus partners include OVIS, Student Health Services, OPO, UJAO, DOSS, UDO.
• Mentor bonding happens in low ropes course led by Outdoor Programs Office staff.
• Critical sessions include student health resources, and the campus social milieu
• Mentor Program and ISO logistics handled over working lunch meetings.

RESPONSIBILITIES

• Correspond with protégés over the summer
• Attend the two Mentor Training Days
• Mentors “meet & greet” students arriving at Logan airport and Hanover, New

Hampshire

• Participate fully in International Student Orientation
• Frequent correspondence and meetings with protégés during both fall and

winter terms

• Participate in programming for protégés during both the fall and winter terms
• Write brief reports on the status of their protégés at the end of both fall and

winter terms

CHALLENGES

• High ratio of new students to mentors (12 to 1) limits one-on-one interactions.
• Students are hampered by limited arrival dates and suffer from jet lag,

exhaustion.

• Maintaining high student attendance at ISO sessions is difficult.
• Difficult to sustain volunteer mentor involvement over two academic terms.
• Difficult engaging new students after ISO with fast-paced 10 week terms.
• Limited funds for fall and winter term programming stymie creativity and

interest.

• Dartmouth Dining Services cost of feeding mentors over interim is prohibitive

DISTINCTIVE FEATURES

• Mentors make a commitment to participate in both fall and winter terms.
• Mentors create and implement several student-focused ISO events, sessions
• Two mentors spend two days at Logan meeting and greeting arriving students
• Mentors organize a new student talent night following the ISO banquet
• Mentor Coordinator plays a key role in selecting his/her successor
• New Mentor Coordinator works with ISP director to interview, select new

mentors

INDIANA UNIVERSITY PURDUE UNIVERSITY INDIANAPOLIS (IUPUI)

International Peer Mentoring Program

PROGRAM OVERVIEW

• Created in 2004 as a simple “buddy-matching” program
• 21 mentors serving ~ 100 students
• Current mentors are about 50% American
• Annual base scholarship of $2000 with varying supplements
• One Director, one coordinator, other various staff overseeing

components

• Mentors serve approximately 110 – 130 hours/semester
• Mentors selected through group interview process followed by

individual interviews

PROGRAM STRUCTURE

• 21 mentors working in teams of 3
• ~12 mentees assigned to each team
• Focus on pre-arrival assistance, and cultural/social/academic adjustment through

year one

• Each mentor works in one of 7 “Responsibility Areas”
• Orientation Assistants
• Welcome Assistants
• Engineering & Technology Assistants
• Bridge Program Mentors
• Program for Intensive English Mentors
• Outreach Assistants
• Academic Success Coaches
• Registration in a mentoring course each semester (U201 – U204)
• Event Planning

TRAINING

• 3-Day off-site training in May with focus on:
• Professionalism and Conduct
• Mentoring and Communication Skills
• Team Building
• Conflict Resolution
• 1-Day on-campus Training in August with focus on:
• Academic Adjustment for International Students
• Inter-cultural Communication and Cultural Adjustment
• Ongoing training through bi-weekly meetings August -

April

RESPONSIBILITIES

• Serve on their mentoring team (30-40 hours/semester)
• Attend and participate in biweekly meetings (10-12

hours/semester)

• Serve in their responsibility areas (30-40

hours/semester)

• Plan one of the monthly Coffee Hours each semester (5

hours)

• Help organize and attend OIA activities and events

(10 hours/semester)

• Write monthly team report and personal service hours

report (4 hours/semester)

• Enroll in a university mentoring course each semester

and earn an A (20-25 hours)

• Other duties as assigned

CHALLENGES

• Maintaining program momentum

through Spring

• Mentee participation
• Team conflict and gossip
• Workload
• Assessment

DISTINCTIVE FEATURES

• Responsibility areas
• Cooperation with various departments
• Mentoring Courses
• Team mentoring structure
• Senior Mentors
• Focus on mentor leadership development

UNIVERSITY OF CALIFORNIA - IRVINE

International Peer Group

PROGRAM STRUCTURE

• Quarterly Themes:
• Adjustment
• Development
• Engagement
• Mentors (45)
• Coordinators (9)
• Mentees (c.400)
• Coord Groups
• Mentor Families
• Administrative Staff
• Director
• Admin. Assistant

TRAINING

Fall Training

 Coords: 4 days  Mentors: 3 days  Team Building  “About IPG”  Leadership styles  Meaning of Mentoring  First mentee contact  Role Plays  Draft Mentoring Action Plan (MAP)  Winter & Spring Staff Development  Weekly Staff Meetings

• Additional motivation & skill building

DUTIES & RESPONSIBILITIES

Mentors

 One-on-ones with Mentees  Weekly check-in sessions  Reflection Sessions  Mentor Family Activities  Personalized communications  Documentation: MFA Outlines, Reflection Sheets, Field Notes  Adhere to MAPs  Weekly staff meetings

Coordinators

• Facilitate Reflection Sessions
• Track Mentor completion of MAP & adhere

to their own MAP

• Lead Coord group in facilitating staff

meetings

• Weekly Coord meetings
• Complete Coord Reports
• Supervise Mentors
• General back-up
• Mentor one-on-ones
• Review timesheets, MFA Outlines,

Reflection Sheets, & field notes

• Review
• Check-in session drop-ins

CHALLENGES

• Mentee participation
• Student staff management
• Coord / Mentor conflict resolution
• Campus internationalization

DISTINCTIVE FEATURES

• Leadership through mentoring
• Family structure
• Coords
• Integration of Civic & Community

Engagement

• Reflection sessions
• Academic monitoring