Mentoring for International Students: A Case Study

By

Shamini Ragavan

Newcastle Law School

Curriculum for International Students

First strand of support Implemented the International Student

Intensive Guidance and Development Programme (ISIGP) in Sept 2004 to facilitate integration of first year international students into the mainstream curriculum.

Adjust to the academic and social culture in the new institution and manage expectations.

International Student Intensive Guidance and Development Programme (ISIGP)

International Student Tutor is appointed to run the programme.

Includes weekly academic support, and pastoral support.

Curriculum includes legal writing, preparing for lectures/seminars, effective note-taking, mock examinations, revision etc.

Mentoring scheme for international students by international students

Second strand of support Initiated in Sept 2008 as a pilot project Funded by the HASS Faculty, Newcastle

Two main objectives

Facilitate transition of mentees into the new curriculum and institution

Develop transferable skills amongst appointed mentors

Mentoring scheme

International students with similar interests and goals to meet and interact.

Encourage a sense of belonging in their new academic environment, resulting in better social and academic integration; enhancing their psychological well-being.

The importance of initial experience of learning, and positive initial experience may help or reduce subsequent negative experience.

Design of the mentoring scheme

Interested applicants (stage 2 & 3) apply by sending an informal personal statement

Mentors appointed Mentors undergo training Style of mentoring – natural and facilitated –

facilitate and manage expectations of the mentees Mentees select their own mentors after a lunch

reception

Design of the scheme

Meetings are scheduled based on mentees’ needs

Mentors and mentees meet at their choice of venue

They communicate with each other via e-mail, telephone chats, text messages

Flexibility and informality - two key facets of the scheme

Skills developed by mentors

The transferability of the skills in related employment and lifelong learning and its application; and

The articulation of skills developed in different contexts.

Autonomy and Personal Skills (Bell, Johnstone, 1996)

The ability to act independently, to deal with the unexpected, to reflect on one’s own actions and to accept and provide constructive feedback

Some comments made…

“My mentee is a few years older than me and this is his second degree. Although, we are quite different, we work very well together. It is important to find a common ground. Same applies at work.”

“I think people skills are more important than intellectual skills. If I can’t get the information across then my knowledge is useless”

“Learning to deal with confidentiality. This translates to a professional environment”

Group discussion

Group 1: Do you think pairing up first year international students with other international students is empowering to them and why do you think so?

Group 2: Do you think a mentoring scheme for international students by international students segregates them from rest of the student cohort?

Group discussion

Group 3: Do you think mentors acquire skills that are transferable in the work place? Can you identify some the skills developed by mentors in their role?