Download presentation
Presentation is loading. Please wait.
Published byTodd Garrison Modified over 8 years ago
1
MENTORING MODELS FOR STUDENT DEVELOPMENT IN EDUCATION ABROAD Meredith P. Field, Deborah Lake, Robin Pendoley November 21, 2013
2
Meredith P. Field, Bucknell University Deborah Lake, University of Maryland Robin Pendoley, Thinking Beyond Borders Who are we?
3
- Mentors are essential to education abroad to support student development. - We will share ways that we use mentors - including before, during, and after students are abroad. - We will discuss the mentoring models you use and ideas for new models. Framing our context
4
Mentor “a trusted counselor or guide.”
5
Mentor “a trusted counselor or guide.” Contexts: Educational Professional Community Athletics Hobbies Life
6
Mentoring – Relationship Characteristics Helping relationships usually focused on achievement Includes any or all of three broad components: Emotional and psychological support Direct assistance with career and professional development Role modeling
7
Mentoring – Relationship Characteristics Are reciprocal Are personal Mentors are more experienced than their protégés within a given context
8
Mentoring - Framework
9
Understand the similarities and differences between advising and mentoring. How is it different from advising?
10
Advising “to give (someone) a recommendation about what should be done.”
11
Advising “to give (someone) a recommendation about what should be done.” Contexts: Academic Career Study Abroad Student Organization Financial Legal Health
12
Advising vs. Mentoring Relationship Characteristics mutual respect, trust, ethical behavior Matchingassigned Functionsproviding guidance, advice, support Focussituation Who Benefits?student Relationship Characteristics mutual respect, trust, ethical behavior, personal, reciprocal Matchingmutually chosen Functionsproviding guidance, advice, support, role modeling, development Focusperson Who Benefits?both parties AdvisingMentoring
13
Mentoring in Study Abroad Advising at Bucknell University Mentoring Model 1
14
Bucknell University Bucknell is: liberal arts residential primarily undergraduate student population: ~ 3,500 primarily Caucasian mostly upper-middle to upper class most originate in NY, NJ, CT, and PA
15
Study Abroad at Bucknell 50% of students go abroad Junior year or fall of senior year Process begins in fall of sophomore year Advising by academic discipline Advisers schedule 30 minute appointments At least 3 meetings before submitting application
16
Advising at Bucknell My advising load... 100 students throughout each semester ~70% are business majors Coordinate Bucknell in London program
17
Advising at Bucknell My advising schedule... 6 meetings per day Meetings cover academic issues, policies, personal topics How to move from advising to mentoring? How do I develop mentor relationships with my students?
18
Intended Outcomes Increase quality of education abroad. Improve assessment results and support student development by: Helping students ask the right questions and set goals. Guiding students to be more intentional about their choices. Teaching students to be more reflective in order to better articulate the transformational experience.
19
Design Principles Education abroad intensifies student development. Millennial Generation students need deeper, more reflective support. Many aspects of advising are transactional.
20
Mentoring Model Polices and procedure Introduction video or group advising session. Self-scheduling. Pre-advising survey. Appointment begins with brief review of policies & procedures. Bulk of appointment focuses on getting to know the student.
21
Outcomes More questions than answers. Beginning of a dialogue. An ongoing relationship in which we both learn. Students are more likely: to open up to me. to be honest. to choose an “appropriate” program. to approach the experience with a focus on learning and development.
22
Mentoring in Study Abroad at University of Maryland Mentoring Model 2
23
University of Maryland University of Maryland is: Large Public Research Institution Mostly residential 26,538 undergraduate (with about 10,000 graduate students) Maryland students 76% Maryland residents 33% minorities 137 countries of origin
24
Study Abroad Ranked 12 th in 2012 Open Doors Programs pre-first-year - senior year Advising mostly by region Students may not meet with anyone Work with ~300 students each term
25
Mentoring at Maryland Two ways in which we use students as mentors Peer Mentors Teaching/Resident assistants on first-year programs
26
Intended Outcomes Improve personal attention and support of students Increase outreach and connection to larger campus
27
Design Principles Peer-to-peer mentoring relationships Provide a deeper connection to the study abroad process Mentors have lived through the experience Peer mentors can address “hopes and dreams” Student perspective and resources
28
Mentoring Model Available for drop-in appointments Represent office on campus Work with students to narrow down choices before meeting with an advisor TA/RAs create a link between students and staff, as well as a link to campus
29
Outcomes Fewer limitations Peers can meet with students for a longer period of time Students more likely to disclose concerns Credibility 30% of spring 14 applicants heard via word-of-mouth Resource for students and parents before, during, and after
30
Mentoring in programming at Thinking Beyond Borders Mentoring Model 3
31
Mentoring at Thinking Beyond Borders International education non-profit Mission to empower and inspire to address critical global issues Offer 1 and 2 semester programs to gap year students/college freshmen Cohorts of 18 students + 3 educators
32
Intended Outcomes Clear Purpose and Direction Ownership of Learning Critical Reflection on Assumptions, Ethics, & Self Personal Growth Through Intentional Relationships
33
Design Principles Developmental Needs Peers Are Primary for Processing Independence Metacognitive Growth Emotion Dominant Responses Students Responsible for Learning Cross Discourse Boundaries
34
Mentoring Model Group Therapy 6 Students with 1 Educator Set Initial Context Students Determine Content Educator Provides Support, Not Leadership Meet Every 2 Weeks
35
Outcomes Leverage Learning Moments Educators Provide Questions and Reflective Comments Scaffolding Students into Metacognition Critical Self-Reflection Building Intentional Relationships Managing Emotional Responses
36
Post-Program Personalized Periodic Outreach Perspective on Stages of Processing Offers of Support and Contact Programs for Contextualized Mentoring Fellowship Programs Alumni at Graduation
37
1. How is your office addressing relationships within the context of advising or during programs? How are you managing the balance between relationships and tasks during the study abroad process? Questions for discussion...
38
2. What are obstacles to implementing mentorship? Is it cost, resources, perceived value, time, etc.? Questions for discussion...
39
3. How can we overcome any of these obstacles? Suggestions on what people are doing already in their particular context? Questions for discussion...
40
Questions and Comments?
41
Meredith P. Field, Bucknell University mfield@bucknell.edu Deborah Lake, University of Maryland dmlake@umd.edu Robin Pendoley, Thinking Beyond Borders robin@thinkingbeyondborders.org Contact Us
Similar presentations
© 2024 SlidePlayer.com Inc.
All rights reserved.