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New Mentor Training 2013 Sem 2

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1 New Mentor Training 2013 Sem 2
4/1/2017 New Mentor Training 2013 Sem 2 Ebonee Lynch, Senior Mentor Program Coordinator START (Student Transition & Retention Team)

2 Icebreaker Introduce yourself to one person next to you and find out:
Their name Where they are from 2 interesting things about them Why they would like to mentor others?

3 Mentor Program Coordinator
Acknowledgement of Country Ebonee Lynch Traveller Animal Lover Zoology Islamia Girls School Secondary Science and Maths teaching Aupair in France Outreach officer at START Mother Mentor Program Coordinator

4 Introduction Materials that you should have:
Mentor Program Handy Guide & Other brochures Curtin Student Code of Conduct Mentor Agreement – later today Bookmarks for your mentees

5 Training Outline 9:00 Welcome, Intro and Mentor Program Background
9:15 The Mentor Program and Your Role How does the program work? What is expected of you and when? Mentoring relationship Role and role boundaries What will your semester look like? Roles of Mentor Program staff Administration 10:30 Morning Tea Break 10:55 Maintaining the Relationship – Communication tools and information Communication and meetings management & etiquette Mentee responses Diversity in mentee groups Real Life Scenarios 11:30 Expectations & Support Services (Jade Habib START) Expectations Support Services Student Guild Student Central & FSSO Library Student Equity Advisors 11:55 OASIS and Blackboard (Lee Sinclair - Student eServices) 12:05 The Practical Side of Mentoring Your introduction Tour itinerary & tips First information to tell mentees 12:30 Resources and Queries 12:35 Finish

6 Think, Pair, Share Activity
What is a mentor? What characteristics do successful mentors have?

7 Mentor Program Background
Began operating in 2007 Successful intervention in the retention of our beginning students Identified as a high priority retention program and adopted in Covers ALL new UG first year students (approx. 7000) over 400 mentors in sem 1 Goals To engage senior students to assist new students to successfully transition into the University To increase retention rates To improve the student experience for both mentors and mentees Evaluations of both mentors and mentees show the success of the program Jim Elliott presents here. MENTION: Approx 390 Mentors in semester 1. You are part of something bigger. Start think about what you’d like to pass on to new students now.

8 Mentor Program Background
What a great resource! Nothing beats advice from people who are going through (or recently have) the same thing. I thought the program was useful and allowed me to ask lots of questions which I wouldn't have had answered if I didn't have a mentor. My mentor was very approachable and regularly offered assistance, and was easy to communicate with. My mentor was well informed and gave me useful info The program was good because I felt like there was always someone there to help me, making me feel more comfortable about starting uni. I like the way that they showed us around during start up week and made more familiar with the building and uni practices The mentor program is a good idea as it helps students feel more comfortable starting uni. My mentor seemed friendly and approachable and was willing to answer any questions. Although I didn't require the help of my mentor it was good knowing I had their help available if needed. the student mentor program helped me feel like there was always someone that I could go to if I had questions or was having a problem with one of my units. This took a lot of the pressure off my shoulders Remove slide and Have as printed cut outs for students to read when set up in table formats – whilst waiting Really helpful in providing study tips - brought their first year subject study books to a meeting which allowed us to see useful ways to study. Approachable. My mentor was a strong emotional support for me when I was unsure of my capabilities at the start of the course.

9 How does this program work?
Mentors & mentees are all adults Informal Large group of mentees (10 – 20) Not much face to face contact ‘Opt out’ model You are only there IF THEY NEED YOU, they haven’t specifically asked for you Mentor Why would we choose ‘opt out’ instead of ‘opt in’? Talk in pairs then call out answers. The reason behind this is:…. Those who need help most sometimes are too overwhelmed to ask. If you are right there, in their space, they might ask you. HARRY POTTER is a typical mentee – he struggles to ask for help, even when he really needs it. His friends/fellow mentees have to push him to respond to offers of help. Why would we choose ‘opt out’ instead of ‘opt in’?

10 How does this program work?
Kate and I facilitate the program across the University, each School has a School Mentor Coordinator You will be randomly assigned between 10 – 20 new students (your mentees) Assigned before or by Orientation Some late enrolments will be assigned to you up to week 3 If any new students ‘fall through the gaps’ they will be assigned during semester

11 Group Activity 1. What do you wish you’d know when you first started your course? 2. What questions will you get from your mentees?

12 Mentoring Relationship
Types of Queries • Course materials • Changing course • Textbooks • Unit registration • Second-hand books • Timetable registration • Public transport • Unit withdrawal • Work-study-life balance • Overloading • ID cards • Deferring • Oasis • Census date • Blackboard Fee payment • Library Borrowing • Class attendance • Study tips • Electives • Improving marks • Major selection • Organisation • Appealing a mark • Time management Homesickness • Motivation • In the ‘wrong’ course! • Swapping units • Learning centre • Re-enrolment • Proof-read essays • Events • Turnitin • Fitting in with the Australian culture • Parking • Finding way around • What the course is like after 1st year campus • Locating classrooms • Student exchange • Work experience • Referencing • Jobs • Group work • UniEnglish • Extensions • Clubs & societies • Submitting assignments • Course specific • Health/counselling services • Printing • iLectures Discuss in groups 1 min – call out – 1 min

13 Mentoring Relationship
Previous issues: I ed her once about how to hand in assignments. She took a long time to get back to me, so I handed it in wrong :( Sometimes you don't even need a mentor and it's annoying constantly getting s Lost contact after second week. Saw them in uni environment and there was no acknowledgement of my presence Didn't send me end of semester just to see how semester went Feedback after previous issues are raised in groups Did not reply to my and then I gave up making contact

14 The Role of a Mentor To assist your group of new students transition as successfully as possible – this means: Anticipating the questions that they may have Answering all the questions that they have (or sending them to someone who can!) Offering continuous, regular student advice and support Saying ‘Hi’ around campus Allow/assist your mentees to make friends and feel comfortable Understanding that the effectiveness of your role is NOT measured by the response rate of mentees Completing the “paperwork” – Training, Agreement, Meetings, Evaluation Mentor MENTION: NOT Academic matters.

15 Mentoring Relationship
What is a Curtin Mentor? Tour guide Someone to ask the ‘dumb’ questions of (“There are no dumb questions!”) Networking facilitator (mentees, staff, mentors, services) Information conduit (social, academic, wellbeing) Just-in-case support Faceless messenger/Facebook poster of information Signpost to support services and appropriate academic staff) Role model non-discriminatory inclusive, helpful, friendly consistent, supportive, motivational model good study skills and time management where possible honesty and integrity Mentor

16 Role Boundaries The role for both mentor and mentee should be non-exploitative: You do not have to be a close friend Any private knowledge mentors gain about an individual should remain private You are not your mentees’ “representative” You must not act beyond your expertise - simply point them in the right direction - the mentor is not an expert on everything – your job is to connect them to the most appropriate student services at Curtin It is not a dating service If you have issues, you can ask for a Mentee to be reassigned What do you think your role boundaries/rules as mentor might be? Think about: Academic and personal issues Friendships Reporting to staff Privacy Discuss in groups 2 mins – write on board – 5 mins MENTION: You can get re-assigned if you want to date one! DON’T answer if you are not sure you are correct – send them to someone who has the correct answer.

17 Role Boundaries DON’T: Mentor
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 School Mentor Program Coordinator and the various support avenues in START Proof read assignments Meet alone off campus Form a relationship with a mentee – swap first! MENTION: Explain this all to your Mentees asap. Mentor

18 Role Boundaries DO REMEMBER:
You are NOT a teacher, a counsellor, a private tutor or a representative for academic matters and disputes These services are provided by staff on campus You can help your mentees with self-directed learning, but don’t do their assignments for them! You should report concerning issues to the PSCU (Professional Standards and Conducts Unit) and/or START Student Wellbeing Staff You can switch a mentee to another mentor

19 Role Boundaries Actual feedback from a mentor: (My mentee) didn’t say yes when I asked them on a date! Mentor Point out the Avatar reference to the mentor who did the wrong thing – what went wrong with their mentoring relationship? - She should have swapped him to another mentor.

20 Things to think about…Diversity in Mentee Groups
New to Curtin 2nd /3rd year students International students will receive more varied, possibly accurate information if they have more Aussie friends (otherwise they rely on info and advice from home!) Ask mentees – what would help you? Don’t assume – everyone is different REMEMBER: Online/external students, international students (new to Perth?), rural, mature age – very diverse mentee groups Try to let your mentees to feel supported regardless of who they are, where they are from, their socioeconomic background, family status etc. Vegetarian or halal options at bbqs

21 The Importance of Orientation
The goal of Orientation is to help students make the best start at Curtin! Your role in Orientation will depend on your area/course Research on the influence of attendance on transition and retention Higher contact and interaction with Mentees after meeting in person Tell your mentees: you MUST come to the Orientation program and some orientation sessions or you will struggle when starting classes! – See timetables Latecomers & those who miss Orientation

22 End of Mentoring for Semester 1
What will your semester look like? End of Mentoring for Semester 1 EXAM WEEKS WEEK 13 RESULTS RELEASE WEEKS WEEK 3 WEEK 8 WEEK 1 WEEKS 4 - 7 WEEK 2 ORIENTATION WEEK Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee Mentee MENTOR

23 Role of the School Mentor Coordinator & START
The role of School Mentor Coordinator: Plan your role in Orientation and communicate expectations for this and for other events Support and guide you throughout the semester – as needed or appropriate Meet with you to encourage the opportunity for you to share your experiences The role of the Mentor Program Coordinators in START – Ebonee Lynch and Kate Gresham Support and assist all School Mentor Coordinators Support all Mentors Prepare & deliver training program Ensure Mentor Agreements are completed s throughout the semester with information and templates for mentees Evaluation of the program Recognition of your contribution Arrange Outstanding Mentor Nominations and event

24 Administration: 1. Mentor Agreement
Compulsory part of your participation in the Mentor Program Complete and hand in your agreement now – others can do it online: (due by end week 1) Ask any questions if need be Mentor

25 Administration: 2. Recognition of Your Role
There is recognition (voucher, certificate, official record) for your role, BUT this is ONLY provided if you: Participate in training (face to face or online) Sign off your Mentor Agreement Attend ALL requested meetings with your School Mentor Program Coordinator your mentees regularly during semester Complete your Mentor Evaluation MENTION: Don’t panic, not many meetings, and really it’s only if you don’t show up at all to any! Meetings and contact with your Coordinator and in particular OTHER MENTORS is very important and useful in your role.

26 Administration: 2. Recognition of Your Role – What’s in it for you?
Leadership experience - This will not be the last time you are in a mentor/mentee relationship Improving/acquiring skills - active listening, communication, time management, information gathering and distribution, networking, management, responding to deadlines, reflection and constructive criticism Learn about yourself Making a difference to other students Meeting people – experience dealing with a diverse group Recognition of your contribution Contribution to your career Motivation and persistence Prioritisation of information Voucher BUT It is not just about the relationship between You and the mentee/s it is also about the mentees interacting with each other. Talk in pairs -

27 Administration: 3. Mentor Evaluation
It is important to obtain evaluation data: To validate your role (and therefore secure funding) To improve the program For research purposes Questions about the Mentor Program: Eg. Support from my coordinating staff member in my school was useful: Strongly Agree / Agree / Disagree / Strongly Disagree Questions about you and your Mentees: Eg. As a Mentor, I believe that I gave my mentees confidence in beginning at Curtin:   Strongly Agree / Agree / Disagree / Strongly Disagree / Unable to judge Eg. Were any of your mentees considering withdrawing from Curtin at any point in the semester?  Yes No Don’t know

28 Administration: 4. Mentee Evaluation
We collect your mentees’ feedback to: Report on this program to the University Provide information to future mentors and mentees Improve the program Research purposes for Curtin Academic staff Mentor

29 Mentee Evaluation Forms
This is what the Mentees rate their experience on – how can you help to get the program great scores (and be nominated as Outstanding)? Strongly Agree Agree Disagree Strongly Disagree   My Mentor: Provided me with useful information about Curtin Helped me with study tips Gave me confidence in beginning at Curtin Gave me reassurance in beginning at Curtin Helped me feel I belong at Curtin Was always available if I needed help or advice Was approachable Directed me to appropriate resources and services at Curtin Discuss in a group – utilise roving Senior Mentors – 5 mins – feedback to A, 5 mins. INCENTIVE – the better the score, the more your chance of being nominated as an outstanding mentor and getting a cert and a possible prize at the arvo tea!

30 Administration: 5. Outstanding Mentor Nominations
We may request your mentee addresses from you “Do you believe your mentor has gone out of his/her way to provide support to you as a new student? If so, please submit the brief nomination form below.” Course: Commerce Business Message: She provided helpful hints of her own in regards to study and settling in. She also responded promptly to all of my s and answered all of my questions at the beginning of the year. I felt her help was more than what was expected of a mentor. Course: Engineering Message: He was just a great bloke! Course: Marketing and PR Message: Samantha has just done such a great job ensuring that myself and her fellow mentee's are going alright, providing us with work experience and constantly keeping in contact and letting us know that we are always able to come to her and that she is always there for us.

31 Administration: Contact & Orientation 6. Contact with Mentees
At least every 2 weeks, for the WHOLE semester. They may not respond, but they like to know you are there if they need you Every 2 weeks at least, relevant, professional, and be careful of “Reply All” if ing Bcc (Blind Copy) to all mentees (if ing) Continue contact for the WHOLE semester, even if no response 7. Attendance at Orientation Compulsory, proven to improve response rates from mentees, not to mention retention and success rates for new students

32 Morning Tea Break Please be back in your seats by 10:55

33 Maintaining the Relationship – Communication Tools and Info
Communication and Meetings Management & Etiquette Student Diversity

34 Communication and Meetings
Be Creative! ( , text, Facebook, face-to-face) Meet with your mentees on campus – if they do not attend Orientation, organise an alternative time to meet with them Timetable a ‘drop in session/coffee catch up’ early in semester – team up with another mentor to avoid ‘loneliness’ Utilising – it is a good idea to get the students preferred and show them how to divert their Oasis Utilising Facebook - Mentors have found setting up a Facebook page with their mentees at Orientation is a very effective method Team up with another mentor (some Schools arrange this) Pick a handy on campus café, easy to find Give mentees plenty of notice, and a reminder the day before Turn off your mobile phone Ask them how they are getting on, about any issues they have had so far Be patient - Mentees may need time to communicate their issues Be reliable- Follow up on an issue and get back to them when you say you will! Even if it’s to say “I haven’t got an answer yet but I’m still working on it” Thank Mentees for turning up to your meeting & Remind them to contact you if they need help  MENTION: Demonstrate Doodle booking system.

35 Management mentees EVERY 2 WEEKS at least - BLIND COPY (Bcc) the Mentees so you don’t give them all each others addresses START Mentor Program Coordinator will send you s every week or two Your School Coordinator may guide you with points to include and remember to include your own things Keep it friendly but professional – be aware of diversity Don’t use colloquial language, abbreviations or Aussie slang too much Redirecting s (eg. OASIS to home account or vice versa) Timely replies (check daily – Facebook too) Folders & filing Flag to follow up (especially if sent to staff) Forward to staff and cc the mentee MENTION: Use the Blind Copy field .

36 Email Etiquette What is wrong with this email to mentees?
To: 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? Need a hand with anything? I’m busting for the weekend so I can get smashed and hit the town. Might have a barbie with mates on Sat – you up for it? Toodle-loo, Mr Mentor Man (ps like my cartoon … ha ha ha) ACTIVITY: Talk to person next to you for a few seconds. Hands up – What’s wrong with this? Throw chocolates out to answers!

37 4/1/2017 Mentee Responses Many mentors complain about the fact that they get very little response from their mentees. There may be contact from mentees at the start of semester, then contact drops off to no response to s later in semester. In your group, discuss the following: Why do you think mentees do not respond very much to s from mentors? What could you do to encourage them to respond? How will you deal with a lack of response from your mentees? If a mentee hasn’t responded by week 4, why is it important to continue to him/her for the rest of semester? Discuss for 3 mins, feedback/discussion for 3 mins.

38 Expectations & Support Services
START Student Wellbeing All the Rest! START Team to present.

39 Expectations What students should expect of Curtin
What Curtin expects of you How does Curtin support you and your mentees? You can find the Student Charter at The Charter says: Curtin University values its students and recognises the importance of the overall student experience. With this in mind, the University is committed to providing a welcoming, supportive and safe environment, conducive to learning and research and the development of individuals who display the Curtin values of Integrity, Respect, Fairness and Care. START Team to present.

40 Expectations What you should expect of Curtin:
Access to relevant polices, procedures, laws, principles and your rights Support services for a diverse student population Provide a safe study environment without discrimination, bullying or harassment. Embrace and recognise diversity Reasonable access to staff to discuss program matters, address concerns and complaints; and ensure timely fair and constructive assessment of work Appropriate facilities and equipment to support student learning Student representation on University committees Opportunities to provide feedback on unit quality, teaching performance, support services and facilities START Team to present.

41 Expectations What Curtin expects of students:
Be informed about and comply with relevant polices, procedures, laws, principles and your rights Participate constructively in the learning experience – be aware of course and unit requirements and your academic progress Behave in an appropriate manner within the learning environment, showing respect for both staff and fellow students at all times Embrace and recognise diversity Use University facilities and services in an honest and responsible manner Recognise that cheating, plagiarism and fabrication or falsifications of data are not acceptable. Adhere to the proper use of copyright material START Team to present.

42 Expectations You are positively encouraged to bring forward any concerns you may have. If you become aware of major issues (such as corruption) you need to let START/Student Wellbeing know OR the PSCU. You would do this preferably with the student/s permission however there may be situations when you or staff need to contact the PSCU without the student/s consent.   START would support the student through any subsequent processes. If you becoming aware of staff/student code of conduct issues: Contact the Student Wellbeing Service on Or contact the PSCU (Professional Standards & Conduct Unit) on OR or START Team to present. This is one of the MAIN POINTS – remember this! Direct your Mentees here if they wish to complain or are distressed/confused about something.

43 Not sure who can help? Start at START!
Building 103 Ph Support Services START (Student Transition & Retention Team) Student Advisors, Student Wellbeing Advisors, Mentor Program Coordinator, UniPASS, Orientation & Transition Services are free and confidential. Available for one-to-one chats, advice, telephone or support Personal issues Academic concerns i.e. conditional status, termination, struggling with units, courses etc. Advice on how to handle complaints and grievances Liaison between student and faculty or School (Course Coordinator, Unit Coordinator etc.) if you have problems explaining yourself Any other situation that a student is unhappy with or unsure of Very friendly, great advisors, practical, useful support - they know Curtin procedures and paperwork well – can refer to all other services incl. Guild Not sure who can help? Start at START! Who has heard of START? Curtin is the size of Bunbury but with more people! Approx 40, 000. 6 Advisers, drop in anytime!

44 Reporting Serious Issues
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 If counselling not open, contact Security – OR 000 if life threatening emergency Or Contact Lifeline all hours , web address For further guidance: If you become aware of staff/student code of conduct issues: Contact the Student Wellbeing Service on Or contact the PSCU (Professional Standards & Conduct Unit) on OR or Maintain proper boundaries – you do not need to put yourself in harm’s way nor allow destructive or illegal behaviours to go unmentioned. REMEMBER: Help is available at: Staff/Student conduct issues include things like bribery, selling marks, discrimination, sexual harassment etc.

45 Support Services UniPASS (University Peer Assisted Study Support)
Run by trained facilitators who are current students Friendly learning environment Not a tutorial - Facilitated study group 10 week program Improve your marks- whatever level you are at (by about 10%) In selected Schools: Health Science Humanities Sciences Engineering Education CBS Contact UniPASS Team: For more info, workshops and registration visit Unilife website – Learning Support/UniPass or watch your OASIS START Team to present.

46 Support Services Contact UniPASS Team:
For more info, workshops and registration visit Unilife website – Learning Support/UniPass or watch your OASIS Support Services 2013 UniPASS Units Acc Fin 250 Accounting (Financial) 250 Cell Bio 100 Cell Biology 101 Chem 100 Principles & Processes in Chemistry 100 (314448) Chem 180 Introduction to Chemistry 180 (314451) Fun Anat 100 Functional Anatomy 100 Geo 101 Geology 101 HSF100 Human Structure & Function 100 ISAP Integrated Systems Anatomy & Physiology 100 Maths 135 Mathematics 135 Maths 136 Mathematics 136 OOPD 110 Object Oriented Program Design 110 Pharm 123 Pharmaceutics 123 Pharm 201 Pharmaceutics 201 SAD 231 Systems Analysis & Design 251 Spat Com 181 Spatial Computations 181 Kalgoorlie Mining Geomechanics 331 (WASM) START Team to present.

47 Support Services The University Life Portal
Counselling Services Health Services Housing Services The Learning Centre Curtin Careers Centre Curtin Volunteers Student Wellbeing Early Childhood Centre Sport and Recreation (Curtin Stadium) Student Equity Multi Faith Services Disability Services Social Worker UniPASS START Team to present. Go to the UniLife portal, go through the services. Show the Service Finder – “A Concierge” to direct you!

48 Student Guild Building 106A Phone: 9266 2900
Student Assist Financial Support Legal support Bookshop Grants Advice and support Career and academic help and workshops Grievances Tenancy advice Departments, clubs & societies – diversity support, friendship, networking and fun Discounts on food, drink and events with a Guild membership Guild Rec classes –dance, martial arts, coffee-making etc – get fit or get a job! Grok magazine International student committee The Student Guild plays a vital role in representing the interests of students by providing educational, commercial and social services to its members. The Guild offers an independent and confidential welfare, advocacy, support and referral service to assist all students with any personal, welfare or academic issue that they may have through student assist. Guild Rec classes – martial arts, barista/coffee making, dancing etc, cheaper than ‘in the real world’ – good for relaxing, making friends, fitness and therefore stress reduction.

49 Faculty Student Services Offices (FSSO)
Student Central & Faculty Student Services Offices (FSSO) There may be an administrative solution to some problems See website for a vast array of services: Enrolment Fees Examinations Appeals OASIS / eStudent Course switching Lots of other essential things… Go to your FSSO first - START Team to present. For administrative information relating specifically to you and your course contact your Faculty Student Services Office (FSSO) or Student Contact Office.  As a general rule your FSSO or Student Contact Office is the one through which you initially enrolled in your course.

50 The Library Building 105 Phone: 9266 7166
Tours in Orientation Week - Survival at your Library DON’T take your mentees on a library tour yourself – just show them where the library is and tell them to take an official library tour Library tour podcasts Workshops Online tutorials Enquiries desk Reference desk Rovers (helpful staff members) Room bookings Computers START Team to present.

51 Support Services If you need to know more: Mentor
You have access to all of University’s key information through OASIS You can find all this information via the Current Students’ web page at You can seek one-to-one advice from START or drop in at Building 103 You can phone Student Wellbeing Advisors on or START Team to present. ACTIVITY: Any questions at this stage of the START people?

52 OASIS and Blackboard Lee Sinclair Student eServices Building 101
Online Access to Student Information Services

53 What is OASIS? OASIS is a secure web portal to electronic services provided to Curtin students In 2012 Curtin students logged into OASIS more than 250,000 times each week

54 Do I have to use OASIS? Yes!
It is a condition of enrolment that you access OASIS at least weekly, and preferably more. In 2012, students logged in at least 5 times a week (on average). Curtin delivers official communications electronically via OASIS, such as: Important Fee, Exam and Graduation information Deadline reminders Administration communications

55 How do I get access to OASIS?
Once you are offered a place in a course that leads to, or is capable of leading to, an award at Curtin you will automatically have access to OASIS You retain access as an enrolled student unless you are terminated, withdraw or defer – in which case you lose access after 45 days After you complete your course, you retain access for life!

56 Go to or
How do I log in? Go to or





61 Easy access to help on every screen
eStudent Easy access to help on every screen Links to contextual help provided on the page itself (these links to detailed help allowed for much less instructional text on screen)

62 Help opens in new window
eStudent Help opens in new window

63 Alert

64 Need help? OASIS Central counters are located at Abacus Labs in the following locations on Bentley Campus: Building ground floor Building ground floor Building ground floor Call OASIS Central Opening hours: 9am - 9pm weekdays (9am – 5pm during Semester breaks) 1pm - 5pm weekends Closed New Years Day, Australia Day, Good Friday, Easter Monday, ANZAC Day, Christmas Day, Boxing Day and New Years Eve

65 Need help?

66 The Practical Side of Mentoring
Real Life Scenarios Your Introduction Tour Itinerary & Tips First Information for Mentees Mentee Responses

67 Activity Real Life Scenarios
Each group gets all scenarios Think and discuss: What are the problems the new student is facing? How would you help? Which support service/s would you direct them to (if necessary)? Feedback to the whole group

68 Activity: Mentor Introduction and tour
1. Practice your introduction with fellow mentors – you may want to think about an icebreaker to use with mentees 2. Plan out your mentor tour

69 Your Introduction Name
Explain my role as a Mentor and WHY I am a Mentor – role boundaries Ask them to respond to your s/Facebook – check they have understood how to access their s and how often they must do it (5 days) Explain some interesting things about myself and my life Explain my passions and interests – in particular my course of study Explain what I can do and assist with etc. The people that you see now will be your colleagues/networks throughout your time at Curtin and beyond – make connections, respond to s Quick Tips – like best places to eat on a budget, Lost on Campus Phone App, hardest units to watch out for Computing help & OASIS Login – show them how to get their s Hand out bookmarks! MENTION: Was it difficult? ....This is why you have a think about it and decide what to say first.

70 Tour Itinerary NOTE: Free iPhone App “Safe Zone” NOTE: Free iPhone App “Lost on Campus” Tour Ideas Computer lab login to OASIS & get s START & Housing (Building 103) Student Central and FSSO Curtin Stadium – where EXAMS are held!! Library (meeting rooms, facilities, computers etc) Closest computer labs, common rooms & microwave Counselling & Health Services Building 303 Curtin Careers, Curtin Volunteers & AIESEC ATMs, Bankwest, Uni Credit Elizabeth Jolley and other Lecture theatres your School uses Bookshop Building 101 – Student Central Various faculty areas (CBS Comm Skill Cr) Chemistry Precinct Where would be best to take your new students on a tour during Orientation or in week 1? Tour Ideas Guild Precinct The Tav Second-hand bookshop Chemist, hairdresser, etc. Printing Stationery (The Spot) Eating outlets on Campus and nearby Main Cafe George’s Angazzi Bookmark Cafe Vege Patch Ambrosia Karrawarra across the road ORIENTATION Finish Tour at Chill out Zone to meet SWBA Catch the entertainment daily from pm

71 How to Run a Good Tour Clear instructions to begin, overview of tour
SLOW DOWN WAIT for your group to assemble with you BEFORE you speak Speak loudly and clearly (new internationals might be struggling with Aussie accent) Give time for questions at each stop Make sure they get water if it’s hot! Don’t leave anyone behind Be confident and assertive – you only have a short time Try to remember names Be clear about what happens next – where do they go after the tour? (Don’t leave them hanging!) I get 2 senior mentors to be my mentees, one cannot understand English well. Rush through, leave them behind Feedback inidvidual 2 mins.

72 First Information to Tell Mentees
Your introduction, role boundaries etc. Get their best address/mobile number & give them your bookmark Check they have ID cards – make sure they know how if not Building Numbers- ie Means Building 405, Room 201 means second floor Take them on your tour – include computer lab login, OASIS (esp Start Up), check , Blackboard, brief overview of UniLife website, Guild, START etc., FSSO Remind them that university involves self-directed learning Student Wellbeing Hotline Parking, Buses, Courtesy Bus, Public Transport - SMARTRIDER Sanctions (if you owe money - no results, no graduation), appeals & Guild help Remind them to TALK to staff if they need to! Academics are there to help! Non smoking campus

Website Resources Mentee contact details sheet Tips, hints and information Mentor Handy Guide Professional Development Seminar Recruitment information Expression of Interest Forms Name some support services? Where can you find them?

74 Would you like to be mentored? NEXT STEP Mentor Program
Curtin Careers Centre and Alumni Career mentoring for senior students Matched to a Curtin alumni (or friend) with same or similar degree & at least 3 years’ industry experience 6 month program (about 8 contact hours) One:one matching Perth based and international mentors Alison O’Shaughnessy to present. Workshops & Online Tutorials.

75 Final Reminder – to do Training Sign mentor agreement
Take part in your School’s orientation where required Communicate at least fortnightly with mentees Offer to meet up with them occasionally Attend a couple of meetings with School Mentor Coordinator Complete evaluation of your mentoring experience Collect your certificate and voucher!

76 Final Reminder - remember
Send students to support services if you can’t help Communicate regularly, for entire semester, regardless of response Remember role boundaries This is about your mentees making friends and feeling comfortable too! Your effectiveness is NOT measured by the amount of response from mentees – it’s measured by you being there just in case Read s from me and your School Coordinator ENJOY THE EXPERIENCE!

77 A HUGE Thank You! We wish you all the best for your semester!
Any questions about Orientation or Mentoring?

78 Orientation Information/Meetings
School Contact Person Orientation Info Meeting or Info re. Orientation Duties CBS Sam Cobb Meeting Today after training stay here Nursing Liz Conroy SoDA Jackie Raphael Sarah Norman-Brown Tuesday 30 July at 10am in 202:128 Fashion Ioannis Michaloudis Meet in 202:131 straight after training Engineering Deborah Fukuyama See Ebonee Registered Nursing Julie Robertson Expect an from Julie Actuarial Science Kevin Bowman URP Jake Schapper Tuesday 30th July 10am See Kate Public Health Ann Firth and Jun Chih GEM Nursing Meet Liz on Monday 29th July at 1pm 405:201

79 Any Queries If a mentor or mentee has any concerns and you are not sure how to help, make contact with… Your School Mentor Program Coordinator Ebonee Lynch /Kate Gresham START Mentor Program Coordinators Building 103 / Student Wellbeing Services/START or – go there, find a service

80 Orientation Preparation
CBS Mentors Orientation Preparation July 2013

81 CBS Orientation Key Details Monday 29 July
CBS Orientation Key Details Monday 29 July Elizabeth Jolley – Building 210 New to CBS Undergraduate students CBS Mentors – Orientation Preparation

82 CBS Orientation – Running Order
CBS Orientation – Running Order CBS Mentors – Orientation Preparation

83 CBS Orientation Your Role at Orientation
CBS Orientation Your Role at Orientation Meet Jacqui outside Elizabeth Jolley at 10.30am Mentors required from 10.30am – 12.30pm Please wear all black (or dark) clothing if possible Provided with lanyards on the day which identify you as a CBS Mentor A friendly face to new CBS students Discussion facilitator CBS Mentors – Orientation Preparation

84 CBS Orientation Mentee Allocation
CBS Orientation Mentee Allocation Mentees will be allocated at random on Orientation due to the sheer number of new CBS students Seating in Elizabeth Jolley will determine the groups for Orientation There will be allocated seating for mentors, student and staff At the end of presentations, mentors will be asked to stand, and row by row will lead a group of students out of the theatre Once outside, please sit down with your mentees and commence introducing yourself Pizza will be brought over to your group CBS Mentors – Orientation Preparation

85 Footer text - slideshow title

86 CBS Orientation Student Questions
CBS Orientation Student Questions If you’re unsure how to answer a student question, be honest and let them know you’ll find out for them or direct them to who they can speak to. CBS Mentors – Orientation Preparation

87 CBS Orientation After Orientation
CBS Orientation After Orientation Mentees allocated to each mentor via from Jacqui at the end of Orientation week. Besides mentee list from Jacqui & CBS get together information throughout semester, all other official communication coming from Kate Gresham and Ebonee Lynch, Mentor Program Coordinators. CBS Mentors – Orientation Preparation

88 A BIG THANK YOU! Thank you!
Thank you! Your role at the CBS Orientation session is one of the most important. For most, you will be the first current CBS student they will meet. The faces of CBS! A BIG THANK YOU! CBS Mentors – Orientation Preparation

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