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With a Little Help From my Friends

3
by

Sean Stellfox

on 22 March 2013

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Transcript of With a Little Help From my Friends

Mentoring Conditionally Admitted Students With a Little Help from My Friends: Scott Stevens | Karen Asenavage | Rachel Lapp| Sean Stellfox
University of Delaware | English Language Institute Challenges Research Conceptual Framework Changing Contact Who are the mentors? 50% of 10 hours/week
In person, with students
Empower students to engage beyond cohort
Build one-on-one relationships
Foster team environment
Model academic and social skills Developing the Mentors Developing Community Building Outward Building Community Within Activities with Mentors (cc) photo by theaucitron on Flickr (cc) photo by theaucitron on Flickr Building Roots Core concepts:
Building and sustaining relationships with community organizations
Responding to change
Managing resources 33 Developing a Lasting Program A sustainable model Goals for Cohort Program at ELI Reality: The Future of Cohort Preparing Global Citizens "The common assumption is that it is the internationals who bear the onus for poor communication, and therefore it is the internationals who must undergo transformation in the North American model. An alternative perspective, in contrast, recognizes that communication is a reciprocal process." --David Rubin More Research 1. Tracking performance of students by majors, by courses
2. Using data from Bridge courses and faculty interviews
3. Measuring engagement and integration after matriculation
4. Better sequencing of distribution requirements Future Goals 1. Evaluation policies
2. Increased mentor training
3. More exposure to majors, departments, class observations, visiting lecturers, and careers with a focus on goal setting Research indicates that when students have active learning relationships with others: faculty, peers, and others on campus, engagement is enhanced (Jones, 2008). Fostering Engagement Not Just Language Welcome and Community Mentors 40 % of internationals, no close American friends (Jaschik, 2012)
Isolation of international students attributed to attitudes of students, faculty (Chalmers and Volet, 1997) Students with stronger sense of community belonging will demonstrate more collaborative tendencies and be happier in academic settings (Zunigra, 2007) Many international students returned home after three years without having a single social contact with a UK student (UKICSA, 2004) Internationals assigned mentors within majors
Worked five months together
Mentors assigned to academic projects and to organizing orientation and social activities Most effective approach to promoting engagement (Leask and Carrol, 2011) Building in time for cross-cultural communication training prior to commencing mentoring improves success (Briguglio, 2006)
Mentoring must be sustained at least six months to permit bonding and effective collaboration (Osmond and Roed, 2010) After program, mentees more likely to work with NES in class (40%) and seek to socialize with NES out of class (50%). Lack of participation/engagement in class

Lack of engagement in campus life

Language

Violation of academic honesty policies

Fraudulent transcripts, GRE/TOEFL scores Group bonding
Extensive reading
Community engagement
UD campus involvement
Study skills
Mutual accountability Collaborating Communicating Deirdre Morris | Peer Mentor, International Relations Major Connor Kelleher | Peer Mentor, Geography Major Personal Characteristics of Effective Peer mentors High curiosity for people and cultures
High interest in relationship building
High interest in risk taking
High international interest
High campus involvement
High GPA Spaces for Interaction Training and Support Retreat Cultural Celebrating Eid
Chinese New Year
Moon Festival
Thanksgiving Dinner
Christmas Celebrations Does it work? Students Admin Mentors University Program Laser tag
Cooking together
Weekend bus trips
Dance parties
Zumba Social Academic Political debates
University lectures
"Shadowing" peer mentor for a day
Registered Student Organizations Moments of Service Cohort Reflections Considerations Student visa guidelines
Within scope of program
Adds rather than detracts Lasting Effects Long term effects on student empowerment
Relevance to future goals
Opportunities to choose
Opportunities to reflect Forecasting Promoting Networking Evaluating Instructors
Full transcript