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Considerations 

 

When developing and implementing a mentorship program that is focused on supporting international students, specifically in their transitions into and out of post-secondary, there is a lot to consider. The following categories may be applicable to different institutions and organizations. 

Stakeholders
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Within most higher education institutions, there are offices that support students in a variety of ways. Having several departments involved is beneficial and almost necessary with a multifacited support program. Departments with a focus on supporting international students, orientation and transition programs, career development, and alumni relations would all be key stakeholders for this proposed program. 

Goals 
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In implementing a program like this in different institutions, the goals may need to change, be made more specific, or focus in on some specific areas. Student support programs need to be student-focused, and goals can be adjusted based on current events/trends, student population, and strategic priorities. Specific goals often come about from listening sessions that students contribute to, or examining survey data and results. It is important for goals to be defined, but flexible throughout the program stages.
 

Budget
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When considering a funding model for student support programs, it is necessary to determine how the budget will be created, what will be expensed, incoming and outgoing costs, etc.  Some institutions offer mentoring position as a volunteer experience, while others hire mentors as a paid student position. Depending on the hiring expectations, this may influence the availability of money and depth of a budget. Often when implementing a new program, there may be a grant or a funding proposal writing in order to secure some funds. 

Student Groups
 

 

This program overview is a high level introduction to a program that could potentially provide specific supports to specific groups. For example, international graduate students often have different needs compared to international undergraduate students, and may need a supportive program to be modified in other to best meet needs and expectations. 

Community Connections
 

 

As this program may require different connections in the community and various areas of industry employment, it is important to consider what industries have connections to post-secondary institutions, and look into ways that connections can be expanded in order to ensure a fulsome support experience is available for all international students who are looking to participate.

Assessment
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Many institutions have particular methods of gathering data, student information, and assessing programs, and therefore is not a big focus of this general overview. Assessment is critical for developing new programs and making changes to current ones, so it is necessary that an assessment strategy is implemented alongside a program such as this one. 

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Instructional Design Considerations 
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ADDIE is an instructional design framework that stands for Analysis, Design, Development, Implementation, and Evaluation. This systematic approach is crucial in building out a mentorship program at a university to ensure that the program is effective, tailored to the needs of the participants, and capable of achieving its intended goals. Here's how ADDIE can be applied in the context of a mentorship program for international students:

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  1. Analysis:

    • Needs Assessment: Conduct a thorough analysis to identify the specific needs of international students in their transitions. This can be done through looking at current trends, data from the institution, and existing programs. Through this assessment, we can seek to understand the challenges they face, both academically and socially.

    • Stakeholder Input: Gather input from various stakeholders at the institution and beyond, including international students, faculty, staff, community partners and university administrators, to ensure diverse perspectives are considered. 

  2. Design:

    • Learning Objectives: Clearly define the learning outcomes of the mentorship program. What skills, knowledge, and attitudes should participants develop by the end of the program? These outcomes will guide the program and curriculum in it's design and development.

    • Program Structure: Design the structure of the entire mentorship program, considering the duration, frequency of meetings, support structures, and the balance between individual and group interactions. 

    • Curriculum Development: Develop a curriculum that aligns with the learning outcomes and addresses the identified needs of international students.

  3. Development:

    • Materials and Resources: Create the necessary materials and resources for mentors and mentees. This may include training materials, handbooks, and resources to support cultural competency and effective communication.

    • Training for Mentors: Develop a training program for mentors, ensuring they are equipped with the necessary skills to guide and support international students. This may involve cultural sensitivity training, effective communication strategies, and guidance on common challenges faced by international students and can involve other partners or outside facilitators.

  4. Implementation:

    • Orientation and Onboarding: Launch the mentorship program with a comprehensive orientation for both mentors and mentees. Clearly communicate program goals, expectations, and guidelines, and ensure it is promoted in order to reach those who are interested.

    • Monitoring and Support: Implement a system for monitoring the progress of mentorship relationships. Provide ongoing support for both mentors and mentees, addressing any challenges that may arise during the program.

  5. Evaluation:

    • Assessment Metrics: Define metrics and assessment tools to measure the success of the mentorship program. This could include surveys, feedback sessions, and academic performance indicators.

    • Continuous Improvement: Gather feedback from participants and stakeholders to identify areas for improvement. Use evaluation data to refine the mentorship program for subsequent iterations.

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By following the ADDIE model, the program coordinator or department responsible can ensure a systematic and comprehensive approach to the development and implementation of mentorship programs, ultimately enhancing the experience and success of international students during their transition to post-secondary and work.

Analysis, Design, Development, Implementation, Evaluation (ADDIE Framework) 
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