08 April 2:15 AM
The Mentoring Capability Framework aims to equip Students Helping Students (SHS) mentors with extensive training and development opportunities.
It is designed to enhance their ability to lead various mentoring programs, thus improving learning experiences for both mentors and mentees. The Framework outlines essential skills and capabilities that mentors are expected to develop, contributing to their employment and leadership potential:
Putting Graduate Learning Outcomes (GLOs), Inclusive Curriculum and Capacity Building (ICCB) Education Principles, and Students as Partners (SaP) Guiding Principles in practice as mentors enhances our core knowledge and provides pathways for professional development and recognition through their practical application in mentoring. Based on Teaching Capability Framework, the framework aligns mentoring skills with the UKPSF Dimensions of Practice (Activities, Core Knowledge, and Professional Values), thus assisting in applications from mentoring professionals for the HEA Associate Fellowship.
Focused on SHS mentors, recognizing the specific skills they develop.
Highlights mentoring's importance for Employability and Education Plan and supports all involved in engagement and Work-Integrated Learning (WIL).
FRAMEWORKS:
Mentoring Activities
A1 Contribute to Design of Mentoring Programs (Learning Design)
Help design mentoring programs focused on creating engaging, inclusive, and accessible learning experiences. (GLO2,7, ICCB3,4, SaP1,6)
Use feedback from mentees to continuously improve program design and materials. (GLO8, ICCB1, SaP1,3)
Work with both academic and professional staff to ensure the program's relevance and its connection to student learning. (GLO7, ICCB5,6, SaP1,3,4,6)
A2 Facilitate and Support Learning through Mentoring Practice (Teach and Support Learning)
Work with mentoring teams to implement student-centered and inclusive practices, suitable for various contexts. (GLO7, ICCB3, SaP1,6)
Implement social learning theory to design student-centric activities, incorporating methods such as guidance, prompting, engaging with open-ended questions, working together, and sharing ideas. (GLO1,7, ICCB3, SaP4)
Social learning theory, in the context of mentor-mentee relationships, emphasizes learning through observation, imitation, and modeling. Mentees learn new behaviors, skills, and attitudes by watching and emulating their mentors. This will only get better through direct interaction, feedback, and the social environment, facilitating the transfer of knowledge and norms from mentor to mentee.
Use scaffolding techniques to build upon students' current knowledge, guiding them towards becoming more self-driven learners. (ICCB5)
Challenge typical power dynamics to promote mutual learning and knowledge construction among students, mentors, and mentees. (GLO4,7, ICCB1,6, SaP1,3,6)
Maintain professional boundaries to ensure inclusivity and prevent conflicts. (ICCB6, SaP6)
A3 Engage in Reflection, Feedback, and Self-Assessment (Assessment and Feedback)
Provide genuine, accessible, inclusive, and constructive feedback for mentors, mentees, and coordinators. (GLO2,7, 4 ICCB7,8, SaP2)
Absorb and incorporate the feedback received as a self-reflective mentor. (GLO5, ICCB8,9, SaP2)
Utilize DEAL (Describe, Evaluate, and Assess Learning), SHS Awards, and Hallmarks to undergo professional development. (GLO 4,6, SaP5)
Encourage critical thinking and evaluative judgment in learners. (GLO2,4,5,7, ICCB2,3,8, SaP1)
A4.1 Foster Effective Mentoring Environments (Learning Environments)
Apply social learning theories to craft effective learning settings. (GLO1, ICCB2,3,4, SaP1-6)
Ensure all feel seen, heard, supported, and valued. (GLO7, 8, ICCB1,2,6, SaP1,4,6)
Drive learning through group conversations and challenges, utilizing subtle facilitation over perception imposition and direct instruction. (ICCB1,4, SaP3,5,2)
Subtle facilitation - guiding discussions with humility, having students at the forefront while offering nuanced support, instead of assuming a dominant lead.
Embed genuine student POVs to boost relevance and engagement. (ICCB1, 4, 6, 8, SaP1,3,6)
Provide diverse student roles and mentoring formats (face-to-face, online, etc.) to enhance accessibility and embrace diversity. (ICCB3,4,6, SaP4)
A4.2 Provide Support and Guidance (Student Support and Guidance)
Refer students to suitable resources or contacts for their needs. (SaP6)
Bolster new students' learning confidence. (ICCB6, SaP3,6)
Address diverse mentoring situations with appropriate decisions and advice. (GLO5, ICCB1,6, SaP4)
A5 Engage in Professional Development, Research, and Scholarship (PD, Research, and Scholarship)
Participate in ongoing learning through professional development, conferences, and mentoring communities. (GLO1,6,8, SaP5,2)
Undertake training to build relevant skills and capabilities. (GLO6, SaP5)
Reflect and evolve personal mentoring philosophy. (ICCB9, SaP2)
Apply ethical and professional standards in tackling diverse mentoring scenarios. (GLO8, ICCB1, SaP3)
Core Knowledge
K1 Discipline knowledge (Discipline knowledge)
Apply relevant mentoring knowledge to various scenarios. (GLO1, ICCB2,3,4)
Follow SaP principles and procedures as needed (SaP1-6)
SHS Good Practice Principles equity-first approach that prioritizes fairness and inclusivity by valuing student diversity as a key educational resource, enhancing learning for all. (ICCB1, SaP3)
Connect mentoring program learning with other formal and informal learning contexts. (ICCB1, SaP1)
K2 Mentoring practice (Teaching practice)
Utilizing relevant, specialized knowledge of mentoring to adapt methods for reaching diverse learners, including those with additional needs. (GLO1, GLO3, ICCB2,3,4,5, SaP1,3,4,6)
Adapt mentoring practices for effectiveness with varying learner group sizes. (GLO3, ICCB3, SaP6)
Adapt mentoring practices for catering to students irrespective of the study modes (GLO3, SaP6)
Align the mentoring program with the broader university initiatives (such as open days, orientation, academic units, wellness programs) (GLO8, SaP6)
K3 How students learn (How student learn)
Relevant and current knowledge of learning theories as they apply to mentoring (GLO1, ICCB1,2,3,4).
An understanding of differences in discipline cultures and how they impact on learning (ICCB5, SaP1)
Be aware of the importance of providing models for learning using inclusive language, and creating a safe and respectful learning environment (ICCB1,2,6, SaP1,3,4,6)
Ways to sequence activities to support development (ICCB5, SaP1)
Professional Values
V1: Respect Diverse Learners
Deliver strategies, materials, and activities that are captivating, inclusive, and accessible. (GLO3, ICCB2,3,4, SaP1, 6)
View the variety of learners as a valuable educational asset. (ICCB1, SaP2)
Cultivate an inclusive, respectful learning environment that fosters belonging for everyone. (GLO3, ICCB6, SaP2, 6)
V2: Promote Participation & Equality
Work closely with mentor teams to facilitate student-centered, active, and inclusive mentoring. (ICCB2,3,4, SaP1,3)
Adopt an equity-first strategy to make all mentoring resources, activities, and spaces accessible to every student, preventing any form of exclusion or discouragement. (ICCB2,3, SaP1,6)
V3: Use Evidence-Informed Approaches
Team reflection out of feedback received to improve current mentoring methods. (GLO7, SaP2)
V4: Acknowledge the Wider Context
Value each student's unique blend of background, culture, experiences, and their current social and academic standing. (ICCB1,5, SaP1,6)
Understand the significance of mentoring practices within the larger framework of the institution. (SaP6)
Acknowledge the impact of your mentoring on your connection to the global economic scenario and its contribution to your career readiness. (SaP5)
Graduate Learning Outcomes (GLOS) in Conjunction with Mentoring Learning Outcomes
Discipline-Specific Knowledge and Capabilities: Mentors are expected to have a profound understanding of social learning theories, concepts, and effective mentoring strategies. This includes both the ability to impart knowledge and the skill to offer and accept feedback constructively within the mentoring context.
Communication: Effective mentors must utilize a broad range of verbal and written communication techniques to articulate mentoring principles and ideas clearly and engagingly amid distinct students and staff.
Digital Literacy: In today's technologically driven environment, mentors should be able to utilize digital tools and resources. This digital competence supports the mentor's role in facilitating learning, as well as in researching, analyzing, reflecting on, and disseminating mentoring practices.
Critical Thinking: A mentor must possess the ability to critically evaluate and synthesize diverse perspectives and information. This helps mentors engage effectively and support both structured and impromptu learning moments.
Problem Solving: Dealing with complex scenarios and challenges is inherent to mentoring. Mentors are required to approach problems creatively and pragmatically, offering well-considered, evidence-based solutions and advice that reflect best practices in the field.
Self-Management: Effective self-reflection and decision-making are key for mentors to balance their mentoring responsibilities with their academic, vocational, personal, and social commitments.
Teamwork: In a diversified environment of a collective pool of skills and knowledge, cohesively collaborating helps enrich the learning experience and achieve common objectives.
Global Citizenship: Mentors are encouraged to uphold ethical and professional standards in a global context, recognizing and valuing socio-economic and cultural diversity, thus promoting inclusivity and respect in all mentoring interactions.
Inclusive Curriculum and Capacity Building (ICCB) Education Principles for SHS
ICCB 1. Recognise and Embrace Student Diversity
Value diversity as the one that has the capacity to enrich the interactions. Consider it as a rich educational resource, not a problem.
ICCB 2. Provide Accessible and Usable Learning Resources and Environments
Ensure all students can access SHS learning content, activities, and spaces regardless of the walks of life they come from, leaving no one discouraged.
ICCB 3. Design Flexible Learning Experiences
Create flexible learning experiences in SHS programs to enhance inclusivity by accommodating diverse learning styles and needs, allowing students to gain knowledge and develop skills in various ways.
ICCB 4. Represent Diversity in the Curriculum and Program
Incorporate diverse perspectives and representations in the curriculum, learning resources, and activities to represent the diversity of the wider community.
ICCB 5. Scaffold Underpinning Knowledge and Skills
Develop learning activities, programs, and resources that scaffold the essential underlying knowledge and skills students need for success.
ICCB 6. Build a Community of Learners
Foster a welcoming and supportive atmosphere for all students, encouraging participation in a respectful and vibrant learning community.
ICCB 7. Assess Equitably
Implement assessment methods that allow all students to demonstrate their understanding and skills, ensuring formative assessments and continuous feedback are fair and inclusive.
ICCB 8. Feedback Effectively
Offer constructive, personalized, and criterion-referenced feedback to all participants (mentors, mentees, coordinators) to guide improvement and learning.
ICCB 9. Reflect on and Evaluate Practice
Reflective practice by SHS program coordinators and mentors: Regularly reflect on and evaluate educational practices to identify and address any areas where students may be excluded or disadvantaged, ensuring continuous improvement and inclusivity.
Students as Partners (SaP) Guiding Principles
SaP 1. SaP activities should add value to the experience and account for the perplexity of the contexts of students
SaP 2. SaP will be continuously evaluated and optimised, sharing results with the uni community
SaP 3. Acknowledgement of the POVs and expertise that the staff and students bring
SaP 4. Flexible modes of engagement to meet activity, student and staff reqs
SaP 5. Staff and students receive training, mentoring and resources access to fully leverage their involvement
SaP 6. Staff and students should be respectful, creating a safe, secure and supportive environment that is both inclusive and representative of the uni community
1.1 The Students Helping Students (SHS) umbrella
SHS is not an individual program but a strategic approach to organizing peer mentoring efforts. SHS strategy is a strategy that binds all peer mentoring efforts under one cohesive umbrella since 2014. By consolidating programs, SHS makes it easier for students and staff to discover and engage with various peer support options and contributors; also streamlining the formal and informal collab and communication process both within the university and externally, regarding peer mentoring activities, thus enhancing the overall support system. It's about unity, clarity, and ensuring every student finds the support they need, making it an essential educational resource and support mechanism within the university community that acknowledges and values the diversity of programs.
2.1 What is Mentoring?
Former mentors had a lot to give and receive! :
Mentoring as a collaborative effort.
Joy of diversified community and the constant learning process, demonstrating passion for communication and connection.
Speak to the development of soft skills and the satisfaction of sharing knowledge, not easily gained in other work environments, enriching one's academic and personal growth.
Importance of academic writing confidence among peers, using approachability and real-life experiences to guide mentees effectively.
Flexibility of remote mentoring.
Love for helping students navigate their educational challenges, showcasing empathy and solution-oriented mentoring.
Pedagogical aspects, including fostering student confidence and learning.
Community aspect of mentoring and the value of student-led initiatives in creating relatable learning environments, emphasizing the importance of listening to understand and address student concerns.
Celebrate the shared excitement of conceptual breakthroughs with students.
One way to understand what mentoring is, is to explore mentoring metaphors and discover key concepts.
Isn't that right?!!
Props to Brody Xarhakos for the metaphorical visuals !
While I am the "School of fish", I know I'm "a tree with spider webs" in this "ecosystem" where I coexist with the beauty of "flower" and the brilliance of "diamond".
Mentoring is not only about helping people or skill development. It is a multifaceted tour of a nuanced space we tend to create in our uni community. The more we understand what's it about, the better we can articulate key mentoring concepts powerpacked in metaphors!
2.2 Relationships, Responsibilities and Boundaries
As relationships change, so do responsibilities and boundaries. -- Very true.
Transitioning from Student to Mentor
Recognizing Changes in Relationships
Shift in Dynamics: Student-Student vs. Mentor-Student Relationships
Evolving Relationships with Staff
Promoting Student Independence
(especially when mentoring in an academic realm)
Guiding Students to Self-Discovery
Techniques for Fostering Autonomy
Questioning
Eliciting
Listening
Shifting to a Leadership Role in Mentorship
Guiding without Dictating
Strategies for Empowering Students (the art of subtle guidance)
Establishing Boundaries in Mentorship
Navigating Relationships with Staff
Collaborative Partnerships with Faculty and Staff
Varied Dynamics
Close Collaboration vs. Limited Interaction
Working Towards Common Objectives
Embracing New Responsibilities
Confidentiality and Privacy
Handling Sensitive Information (such as not sharing grades, addresses, contact details or health information of you and anyone for that matter since it can be misinterpreted as being available outside of your role)
Setting Boundaries
Personal Contact and Availability
Referral and Support
Knowing When to Direct Students Elsewhere - the expectation is not that mentors are substitutes for counsellors or teachers.
2.3 Referring Students
Referral as a Solution-Finding Strategy. Mentors play a vital role in guiding students to appropriate resources.
Proper referral can prevent boundary issues and maintain professionalism.
Understanding the timing and reasons behind referral decisions is essential.
Maintaining objectivity while addressing student issues is vital for mentors.
Role Boundaries for Mentors (Critique over Support) - Avoiding criticism and defensiveness towards lecturers, staff, or peers.
Listening and Non-Resolution in Mentorship - Acknowledging the limitations of personal knowledge and focusing on listening.
Utilizing Online Resources for Referral Guidance
Modeling Independence - Joining Students in Referral Searches
Handling Serious Issues - Communicating with Supervisors
Exploring Support Services - Health and Wellbeing
Types of Support on Health and Wellbeing Page;
2.4 Mentoring and GLOs
GLOs relevance to Student Leaders:
Communication Skills in Leadership - Adapting to Diverse Groups
Problem-Solving Strategies - Thinking Creatively on the Spot
Embracing Global Citizenship - Cultural diversity in Study Groups
Harnessing Digital Literacy - Utilizing Technology for Effective Communication
Self-Management - Organizational Skills and Personal Accountability in Leadership
Developing Discipline-Specific Knowledge and Professional Relationships
Cultivating Critical Thinking: Evaluating Information and Asking Key Questions
Reflection on Progress Towards Learning Outcomes: A Casual Proposal for Celebration
2.5 SHS Good Practice Principles
Guiding Framework for SHS Mentors - SHS mentors follow the SHS Good Practice Principles for direction.
These principles were developed by collaborative development among professional and academic staff as well as students involved in various SHS programs. They have emerged from decades of research and practice across the global peer mentoring realm. They represent key values and approaches that can guide the development of a variety of student mentoring narratives. They highlight the values and approaches for mentoring. They are evidence-based and set the required mentoring standards. They guide mentors and are aligned with social learning research.
1.1 A Community of Practice approach
Unpacking Community of Practice approach by figuring out what it is not.
Communities of practice are not always self-organizing; many require cultivation to ensure people’s time is valued.
True communities of practice do have leaders, coordinators and initiators to guide them and it's an understatement to perceive otherwise. Not everybody would want to be one, which doesn't mean they don't exist.
Communities of practice can be both informal and formal. When used on purpose to help an organization or a cause to get better at making strategic decisions, often there are formal steps to be acknowledged such, communities of practice.
While measuring the direct impact of communities of practice isn’t necessarily accurate, it's possible to track the communities’ progress and modifications made, using qualitative and quantitative data.
Effective participation by members in communities of practice depends on more than just good facilitation. It comes down to relevance and where does it rank for the members. Often, organizations got to draw members by demonstrating tangible outcomes of participation for the members to care about it.
A healthy community of practice navigates conflict constructively, avoiding groupthink and valuing open, frictionless discussion. A community that appears only harmonious raises concerns about the potential silencing of dissenting or less prevalent voices.
Technology as a Tool, Not a Singular Solution. No single technology is the best for all communities of practice; its utility depends on member engagement.
Understanding the community of practice approach clarifies the mentor role within SHS.
CoP as Part of a Learning System is the way to go. Communities of practice complement, rather than replace, other collaborative forms like teams or networks.
SHS strategy embraces a cooperative space for active learning, emphasizing social interaction and shared problem-solving.
Foundation Extended Part 2: Growing as a Mentor
2.1 Mentoring as Leadership
As an SHS mentor, you will often find yourself in a role of leadership, and it is important to consider how you approach leadership. There are many styles of leadership, including distributed, authoritarian (autocratic), participative (democratic) and delegative (laissez-faire).
Brené Brown's perspective on leadership, highlights her encouragement for leaders to "dare greatly, rise strong, and brave the wilderness." Brown's work, cited from 2018, deals with leadership qualities through the lens of her two decades of research on courage, vulnerability, shame, and empathy. She contrasts "armored leadership," which refers to leadership styles that are more about self-protection and control, with "daring leadership," which emphasizes vulnerability, courage, and openness.
2.2 Mentoring and Wellbeing
Focusing on your personal well-being can make you a better mentor. When you're in a good state of mind and health, you're likely to be more empathetic, patient, and effective in guiding others, highlighting the dual benefit of well-being on one’s effectiveness in both student and mentor capacities. Well-being directly impacts one’s performance and quality of life in these roles.
UT Austin outlines conditions for well-being: social connectedness (building relationships), mindfulness and stress reduction (staying present and managing stress), growth mindset (believing in one’s ability to grow and learn), resilience (bouncing back from setbacks), sleep promotion (ensuring adequate rest), gratitude (appreciating what one has), inclusivity (feeling welcomed and accepted), self-compassion and empathy (being kind to oneself and understanding towards others), and finding a life purpose (having a sense of direction or meaning in life). It’s essential to recognize which are particularly relevant or beneficial. This personalization of well-being strategies acknowledges that what works for one person may not work for another.
Well-being could have widespread benefits beyond just the mentoring context. Individuals have inherent abilities or characteristics that can help improve their mental and emotional health (the value of introspection).
Acknowledging that challenges to well-being exist encourages the search for internal strategies, like mindfulness, to cultivate well-being. Mindfulness is as important as gratitude and appreciation amongst others. One can build resilience and improve their well-being despite external obstacles.
2.3 Mentoring and Students as Partners
Students Helping Students is Students as Partners.
Mutual engagement : SaP emphasizes collaboration with students rather than simply providing services to them or making decisions for them.
Mentors can improve their effectiveness by understanding how SaP principles support and enhance the mentoring process.
In SaP, students are considered partners who work alongside students, academics, professional services staff, senior managers, unions, etc, rather than being passive recipients of education.
SaP has become a significant focus in educational research, indicating its growing importance and adoption in academic settings.
SaP does not prescribe a single way to be implemented. It varies based on context, goals, and participants.
Across the higher education sector, these custom-fit SaP frameworks are also used in broader activities extending beyond formal academic scenarios. SaP constitutes numerous initiatives, from peer mentoring and internships to governance and service areas, all underpinned by SaP principles.
Students as Partners podcast in which Lea Fleming (student partner) and Dawn Jones and Lynn Milburn (staff partners) discuss SaP.
Lea points out that in SaP, consensus is not always reached. How do you think learning can happen when consensus is not reached?
Learning can happen without consensus because it encourages diverse POVs and critical thinking. The process of discussing and debating different ideas, even without reaching a full agreement, can deepen understanding and promote creativity. For example, Lea mentioned working with student partners on project ideas where not everyone agrees, but all perspectives are considered.
This process itself is educational, encouraging a learning environment where individuals are exposed to and must navigate through a variety of POVs, thus benefitting problem-solving skills and adaptability.
According to Dawn, SaP acknowledges that learning happens on both sides of the student-staff partnership. What do you think is the significance of this for learning? Give examples.
Acknowledging that learning happens on both sides of the student-staff partnership is significant because it breaks down traditional hierarchies and encourages mutual respect, collaboration and cooperation. For example, Dawn quoted that traditional teacher-student relationships often do not recognize teachers as learners. On the other hand, SaP emphasizes that staff can learn from students just as students learn from staff, creating a more equitable, cooperative and collaborative environment. This mutual learning approach enriches the educational experience of everyone involved, promoting a deeper understanding and appreciation of a multitude of POVs and expertise.
What do you think Lynn means when she says that SaP “creates the space for learning to happen and that’s where the learning is. It’s in the exchange”?
When Lynn says that SaP “creates the space for learning to happen and that’s where the learning is. It’s in the exchange,” she means that SaP facilitates an environment where the students-staff interaction is central to the learning process. Learning becomes a participatory and interactive process, driven by the relationships and connections formed between students and staff, rather than a one-way transfer of information. This is a lot more about creating a dynamic space where ideas are shared, challenged, and refined together. Such an environment encourages social learning, where the involved learn from each other's experiences, insights, feedback and input overall.
Strengthening your practice
1.1 Equity-first approach
While individual differences may not always be visible or openly shared, it is never a hindrance. values the distinct contributions of students and staff, irrespective of nationality, language, culture, gender, sexuality, religion, socio-economic status, or other differences. Understanding and appreciating all forms of diversity makes the educational and working environment more engaging and accessible for everyone.
Inclusivity is a core principle of SHS. The beauty is, it understands the need for flexible approaches since what works well for one person may not for another. It goes hand in hand with social learning principles (learning through interaction with others), which are fundamental to SHS.
Mentors are encouraged to understand and use the ICCB Education Principles specifically designed for SHS, which focus on inclusivity.
The principles were originally from the website on inclusive education and have been adapted for use in the mentoring context within SHS :
ICCB 1: Recognise and embrace student diversity
Acknowledge and value the diverse backgrounds and POVs students bring, treating it as a rich educational resource in itself.
ICCB 2: Provide accessible and usable learning resources and environments
Make sure all SHS learning resources, activities and environments are accessible to every student.
ICCB 3: Design flexible learning experiences
Design learning experiences that allow for diverse, inclusive ways of understanding and mastering.
ICCB 4: Represent diversity in the curriculum and program
Ensure the curriculum, activities and programs reflect the diversity of society.
ICCB 5: Scaffold underpinning knowledge and skills
Using learning activities, programs and resources, support students in building the foundational knowledge and skills they need.
ICCB 6: Build a community of learners
Create a supportive and respectful learning community for all students.
ICCB 7: Assess equitably
Assessment methods should be equitable, giving every student an equal opportunity to showcase what they've learned and their abilities, without any bias or disadvantage based on their background or learning style. Formative assessment and continuous feedback in SHS programs provide opportunities to confirm equitable involvement and development.
ICCB 8: Feedback effectively
Offer comprehensive and constructive feedback to everyone participating in the program, including mentors, mentees, and coordinators. This feedback should be customized, focused, precise, and criterion-referenced.
ICCB 9: Reflect on and evaluate practice
Continuously engage in reflective practices to improve inclusivity. Coordinators and mentors in the SHS program should identify and acknowledge instances where some may feel excluded or face disadvantages, demonstrating a readiness to implement impactful solutions and remedies.
Inclusive Education site is a further reference.
The need for self-awareness about personal biases and assumptions is to guarantee that the programs and mentors effectively support every student.
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Comments Update
At first glance, almost every metaphor intertwines with the other and I see myself thoroughly in most of these. Choosing the "tree with spider webs" metaphor, I'd say it's like saying, "I'm the tree, sturdy and reliable that offers shade or the spider crafting its web with precision, but it's the connections the strands we intertwine together that truly make the difference."
"When we try to pick out anything by itself, we find it hitched to everything else in the Universe.", said John Muir. What unfolds is that we “discover” above all else.
This metaphor is about being a strong foundation (the tree) and valuing the intricate, sometimes almost invisible connections (the filaments) that bind everything together. Every piece of puzzle adds up, akin to how every fibre strengthens a spider's web – a place where stability meets flexibility.
Recognize that true growth happens by standing tall & by reaching out, linking, and creating a network of support and learning that benefits everyone involved. Like the tree that doesn't question the spider sewing its web, I'm here for the long haul, ready to support, connect, and grow alongside those I mentor.
I really liked the way you unpacked this metaphor R____! It's a really beautiful thing to be able to capture mentorship through the lens of symbiosis like you described.
Choosing to focus on Self-management as a Graduate Learning Outcome (GLO) to develop through mentoring is about showing initiative, in planning your own path and helping mentees map out theirs. Initiatives are not just given, they are taken. Every mentoring session is an opportunity to sharpen your problem-solving and decision-making skills, as you'll encounter unique challenges that require you to adapt and apply your knowledge in new ways.
This role demands a high level of self-management, as you're constantly juggling your own tasks while being a reliable reference point for others. It's a practical, experiential learning exercise in managing your learning and professional practice, pushing you to reflect on your growth and take ownership of your continuous development. It's about steering your boat with clarity and confidence, knowing when to sail smoothly on your own and when to anchor down and guide others through their journey.
All in all, being a mentor is like cultivating a garden. We aren’t just tending to our own plot but navigating the silver lining and helping others nurture their growth. It requires patience, foresight, and the ability to adapt to changing conditions—key aspects of self-management.
Etienne's point that "not all moments of social learning build up to a community of practice" speaks volumes. It's like saying not every seed you plant will grow into a towering tree, but those that do thrive because of the ecosystem they're part of. Successful growth depends on a nurturing ecosystem. This emphasizes that communities of practice (CoP) require openness and patience to develop meaningful connections and shared goals, highlighting the importance of fostering an environment that is conducive to sustained, meaningful learning rather than merely applying shared expertise. Beverly's insight that "we are social beings and that we learn as we make sense of each other and the world around us" resonates with the core of mentoring. It's like looking at a spider's web again, each strand representing our efforts to connect, understand, navigate, and make sense of the practices, challenges, triumphs, and the world together. This view challenges the idea of mentoring as merely a one-way exchange. It’s definitely not a know-it-all journey. Reflecting on both Beverly and Etienne's thoughts, it's clear that building a Community of Practice is about the collective power of working together, reminding us of Helen Keller’s words: "Alone we can do so little; together we can do so much." This couldn’t be truer. A vector quantity is vital indeed—magnitude and direction matter.
From what I could gather, Brené Brown's work is largely about exploring and encouraging vulnerability, courage, empathy, and the strong ties that bind us together. Her perspective on leadership is fascinating, by distinguishing between leaders who chase after recognition ("collecting gold stars") and those who celebrate their team's efforts ("giving gold stars"). She leans heavily into the latter, pushing the idea that creating an atmosphere of appreciation, belonging, and empowerment is key. Why does that happen? Since they feel seen, heard, valued. At what point is that likely to happen? When leaders make it a point to give out those gold stars. How does this unfold? Thus, leaders nurture an environment where people are willing to take risks, engage in brave work, handle tough conversations, and confront uncertainties with courage and authenticity. This is inherently a gradual, organic process. We can agree that characterizing a daring heart entails embracing vulnerability as a strength, not a weakness. Recognizing the hustle and heart of my mentees boosts their morale, encourages them to be stewards and helps us mentors prioritize acknowledgement over seeking accolades. Stepping into the shoes of an SHS mentor with an eye on "Dare to Lead," I'll to apply the lessons I've observed and learned since childhood. So yes, being an SHS mentor is indeed about nurturing leadership skill, but there are styles in place.
TL : DR
Concentration is directly proportional to productivity, making early recognition of its importance better.
Laziness and burnout are inversely proportional to self-discipline.
We should avoid the pursuit of overcompensation, similar to the corollaries of indigestion :)
I am at my most productive and, first of all, serene during specific time frames.11 in the morning, 2 PM, and a quarter to 5. Exercising self-discipline can feel uncomfortable in very familiar spaces. Excluding motion sickness that limits much of the productive things I could be doing, I find car rides to be a plus to get the “effective” time. The overall duration is always greater than the effective duration. So, not only in cars where it is majorly possible, but in general, I let my planning and wandering thoughts the time they need, which have nothing to do with any immediate tasks that were never in jeopardy. In environments that are either too loud or too quiet, background noise, such as music or investigative series, saves me. However, conversations among a “few” people nearby can get distracting. Truth be told, I've learned that worrying less about the specifics of how the plan unfolds and letting things flow does pay off. Otherwise, an environment of nitpicky, overbearing scrutiny will pick up. During unproductive moments, I pause, take a walk, play music, do some vocal gigs, or continue working on my phone if the task enables it. Hanson (2019) suggests that learning to control where we focus our attention can help us change how we think and act, ultimately leading to a better life. Choosing to pay attention to positive things makes us develop new, healthier habits and ways of responding to the world. This process is like training our brain to be more positive and effective. Presence is showing up and being all in, mentally. Maintaining focus becomes all too real when one's mind drifts to distant thoughts while attempting to study, listening to a lecture, or mentoring someone. When Hanson talks about “cultivating certain neural factors of attention,” he believes that we can overcome these challenges (e.g. distractions, internal turmoul, ingrained neural habits) by training our brains to become better at focusing our attention where it needs to be. Perhaps without full awareness, we could have developed habits that require careful evaluation for their purpose and worth. It’s high time that we examine what’s for the better and what is not. In a nutshell, the culprit and the victim are the patterns ...the most important term that explains what we need to make and break as needed. Among the factors discussed, practicing mindfulness (being fully in the moment), building resilience (bouncing back from distractions), and adopting a growth mindset (viewing challenges as opportunities for growth) are among the most beneficial for maintaining sharp focus. Considering student well-being advice from UT Austin, having a "growth mindset" and “sleep promotion” bolster academic and personal growth. I personally find it uncomfortable to lose even a small amount of sleep at night, as I am someone who can’t bat an eye during broad daylight. For mentors, mastering "social connectedness" and "self-compassion and empathy" significantly improve how effectively can we aid others.
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Survey:
For a moment, I reckon I was a tad hesitant about the character role-play situations, not because of the role play itself, but it was so...sudden :o
I ended up feeling really good about it in a well-connected environment. It also wasn’t awkward at all. I totally appreciated the catchy acronym used to introduce the concept of mentoring, as it made the material memorable and accessible. Even the length of the training worked for me, it simulated real-world situations. The training was quite thorough and covered the essentials effectively! I felt I had strong, actionable content and gained a clearer understanding of my responsibilities and abilities. It was so well-rounded that it’s hard to pinpoint anything that should be included less.
Considering the usual concerns such as coursework load and referencing, the themes we covered aligned well with the motto. The fact that we have designated time slots can compel people to attend, as it creates a dependable routine. It's kind of like a warm conversation to hold or an information session in an allocated time. It was not that they had a reason not to, until other commitments completely altered the situation. It was an insight more than a constraint. I suggest implementing a brief preparatory period before the program starts. Waiting a week could allow for better matching of mentees with mentors and give them the scope to clarify their schedules and goals. Doing so can cultivate an effective mentor-mentee journey from the beginning, leading to more meaningful engagement and the ability for everyone involved to witness fruitful outcomes. The true value of mentoring shines through when it meets the needs of mentees who are truly invested in their growth. For those who genuinely seek guidance and support, mentoring becomes a powerful catalyst for personal and professional development. And to make this increasingly accessible is the way to go!
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To begin with, each and everyone openly shared their experiences and feelings. As the meeting progressed, it became evident that they were far more keen on understanding what would make their uni life much clearer than it ever was. The fact that the ice breakers weren't effective was actually perfectly fine. Everyone is more than welcome to try them again soon! I did feel like it will click well as the weeks go on because, for now, their priorities seem to be inclined towards the academic aspects of their journey.
Being a mentee was the fun-loving part (yes!). This helped in finding ways to drive engagement. From "Sorry, I'll have to leave for the lecture session for S____" to "Thank you for your time. It was so realistic and helpful :)", every form of interaction meant much more than what it looked like. Ice breaks were meant to warm it up. At times, It did feel like trying to fine-tune a radio without clear signals. In the end, it was still an opportunity to get creative and adapt. Overall, I loved closely observing all that could be, staying actively involved, and tweaking as necessary.
The mental peace that comes with support is important, though. I thought of it as a willing contribution rather than a rigid distribution to allow for some leeway. So, our shared folder allowed my mentor partner to choose what resonates the most. I was confident that referring to the peer support network resources will further clarify the direction. We were just spontaneously being ourselves, passing the torch to one another as we addressed the next area that our mentees wanted to know more about.
As I read aloud this week’s theme, it may seem like yet another session that barely speaks to you perhaps because it doesn't speak to you, either because you already know quite a bit about it or you don’t feel its exactly necessary. But really, it's all about where each person is on their own journey and what they need. This is where tweaking the style and reframing the narrative come into play. Why? This takes me to “Communities of Practice”. A mentors’ compass comes down to relevance and where does it rank for the members. I was sure to show volunteering in a different light, one that shines just the right way. Often associated with unpaid roles and not necessarily understood well, this felt especially relevant to those entering or already in their professional careers. It's time for volunteering to receive the recognition it deserves and to be properly understood. I could successfully use, manage and implement PollEverywhere. Great insights about the detail and opinions. Though talking about the poll prep would be the standout point, i.e. its quirky user interface was quite an interesting experience. Some are not as focused on collecting gold stars as they are on giving them. When they deviate even slightly, they realize it because it doesn't evoke the right emotions or contentment, nor does it maintain the headspace and vision they initially had, possibly because they were never oriented towards the essence of "collecting gold stars." I started with the idea of how volunteering is much like a formal job in that it usually requires an application and interview process, preparing you for future job applications by boosting confidence and setting expectations. How? Volunteering gives you a taste of real-world work settings, which is more of a safe space to hone skills like teamwork, problem-solving, and leadership. These are transferable skills, so your versatility is taken care of. It pushes you to take on new challenges and roles that you may not typically encounter, thus reducing learning curves and easing transitions. Volunteering also allows you to pursue passions that may not otherwise be expressed, with significant outreach and impact. This reminds me of Brené Brown's work. Recognizing the hustle and heart of our mentees not only boosts their morale and encourages them to be stewards but also helps us mentors prioritize what we dream of. From catchy acronyms {e.g. 3Es (Explore, Experiment, and Expand), 3Cs (Consult, Contemplate, and Choose) & the other 3Es ( Expression, Exploration and Experience ) for Volunteering } for Electives to the significance of DSLS, I went right into them. Electives are not mere fillers but integral to evolving personal goals and career interests. Notably, it seemed that some already had electives and were well-versed in them in their own ways due to academic decisions, including but not limited to course transfers. However, it was rather a plus because it doesn't necessarily get into the conscious decision-making and its totally fine...I chose probably the least relatable topic/service for me, which may have fallen short of some personal input but not thorough research :) This is where my mentor partner chipped in to quote a peer's past experience, showing interest in how this service could help. I continued explaining that its more about understanding the legal frameworks and obligations. We figured the experience was more about academic integrity. I then steered it into something we couldn't miss, i.e. the referral system. Just make sure to submit an online query, because for uncertain situations, the staff will refer you to someone who can. Coming back, what I liked about it is that we instantly held a small talk, a conversation!
For example, I reminisced about how I deconstructed every primary and secondary source I encountered, which also made assessing source credibility a breeze. Consistently highlighted the importance of referencing wherever relevant, thus tying back to the week's theme. There was a strong layer of personal anecdotes and reflections, which brought a sense of nostalgia and curiosity. I thoroughly enjoy the nitty-gritty of prepping up. What engineering "seeks from us" ? Ready. Digital literacy best practices? Sure thing, I'm up for another information session. Referencing? Here are some amazing guides/resources/workshops, and citation tools. From the substance to aesthetics, enjoying what you do is important. I just cared about foresight, initiative and proactive problem solving, which leads me into subtle facilitation. This has helped me continue to grow closer to being resourceful for new people. Peer support network is more about conversations than a presentation. The focus is on the environment we're trying to cultivate. Mentally switching roles swiftly is exhilarating. On a side note, a great benefit of making a presentation is that mentees who couldn’t attend can still view it later! Every time someone views our posts and presentations, they should find themselves immersed in the essence and finer details, just as intended.
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Sunflower Masterclass :
As storytellers in our own right, how do we rewrite the script of media representation so that it reflects the reality of invisible disabilities and elevates these narratives from the margins to the mainstream? How do we decide which disabilities deserve our attention when we can't see them all? It may go from Sunflower to Lavender (usually symbolizes healing and tranquility) or Iris (reminds me of hope, wisdom and trust) :)
Can society truly claim to be inclusive if it only accommodates needs that are visible? As we get into this, it can (and will) parallel the equality versus equity debate....! Is our compassion really compassion if it requires proof before action? If the focus prioritizes proof and validating the very existence of the situation/problem instead of the data, the person may also be driven away from possibly talking about it in the future with someone else.
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