Supporting the successful transition of international students through mentorship
University of British Columbia
Curriculum
This curriculum focuses on the three stage mentorship program, with different curriculum components for each stage. This content builds off of the learning outcomes and process introduced, and provides a deeper dive into the weekly content and activities that international students would have access to as part of this mentorship program. 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.
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Support into post-secondary
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This 12-week curriculum aims to holistically address the challenges faced by international students during their transition to university. It incorporates theoretical knowledge, practical skills development, and opportunities for social interaction and support. Each week builds on the previous one, fostering a comprehensive understanding of the transition process and equipping students with the tools they need for success.
Timeline, themes, and topics
Week 1
Welcome and Introductions
Approximately one month before the semester begins, the mentor and mentee will meet for the first time. Their first meeting will be focused on connecting, getting to know each other, and establish rapport. The mentor will be validating, encouraging, and understanding when needed, and will use what the mentee shares to guide coming meetings. This may often look like understanding the unique challenges the mentee is facing (Jindal-Snape & Rienties, 2016), and validating the current feelings, thoughts, and experiences the mentee is sharing (Kwon, 2009). Some activities they could do together to get to know each other: ice-breaker activities, Q&A, or introductions and fun facts.
Week 2
Setting expectations
As they get to know each other more organically through conversation, it is best for the mentor to work on establishing expectations with the mentee to ensure the next several weeks are beneficial to both of them (Lacina, 2002; Lunsford et al,. 2017). It will be important to build on the rapport that is starting to form, while also ensuring it is a safe and comfortable conversational environment. Some questions the mentor could ask the mentee are: What are you hoping to get out this experience? What are your main goals for your first year? and How can I best support you?.
Week 3
Pre-arrival Preparation
As the mentee will be getting ready to travel soon, these conversations can be focused around any final preparation that needs to be done such as registering for orientation programs, signing up for newsletters, packing their belongings, etc.. The conversations they may have together may be focused on packing, traveling to Canada, or final to do items or creating a future to do list such as setting up bank accounts and phone plans.
Week 4
Get ready for classes
During this time, the mentee and mentor are both beginning their classes, so it will likely be a bit of an overwhelming time, but it will be necessary to ensure the mentor is available to answer any of the questions the mentee may have to relieve nerves and fear. Some activities they could do together are: review first week of classes expectations, or set some goals for the upcoming semester.
Week 5
Learning spaces and places
This may be their first time meeting in person, so it will be good for them to meet on campus at an easy to find area so they can explore campus together, and the mentee can fell at ease in a new place with someone they are familiar with. Some activities they could do are: walk around campus and find classes, visit a few of the mentor's favourite spots, or find their regularly meeting together.
Week 6
Building connections
As the mentee gets settled into classes and their first semester, they may still be looking to meet people and make friends (Guo & Guo, 2017), or build strong connections with the people they have already met. The mentor can provide guidance and direction based on their experience, and provide encouragement. Some activities they could do are: meet and greets or social time with other mentee-mentors, attend an event of interest together or practice introductions in different environments.
Week 7
Campus resources
Knowing the numerous resources available for students is highly important to their success (Arthur, 2017), so it will be necessary for the mentor to introduce different resources that may be helpful and supportive for the mentee. This may include building off conversations previously to see if there is any way that the mentee wants to get involved in a department or office as many hire students or look for volunteers. Some activities they could do together are: tour and meet different support staff and offices, look into ways to get involved, or work together to book meetings to access these resources directly.
Week 8
Building supportive networks
Building on conversations around meeting people and resources on campus, the conversations this week can be about building connections with professors, TAs, and classmates, as well as other staff at the institution. Some activities they can do together are: writing an email to a professor, host a study group, or look into additional supports on and campus.
Week 9
Managing stressful times
In preparation for the inevitable stressful times of post-secondary, the conversations and activities this week can focus on taking care of oneself and ways that a balanced lifestyle can be maintained during university. This is also a great opportunity for the mentor to introduce some cultural norms of wellbeing and school/life balance. Some activities they could do together are: a creative task to relax, go off campus to unwind, or do a self-care challenge to keep each other accountable.
Week 10
Study skills
With midterms often beginning around this time, the conversations this week can focus on study skills, managing a balanced timetable, and setting academic expectations. The mentor can have a discussion with the mentee about different study habits or areas of growth they would like to work on. Some activities they could do together are: create a study plan, attend an academic support workshop together, or look into common study strategies to implement for trial.
Week 11
Goal setting, future planning
As the students' first semester comes to a close, the mentor can take this opportunity to do some reflection with their mentee, and ensure that goals are being set. Together they can also create a rough plan of continued learning and growth, with a focus on how the mentee will continue to engage in the program going forward. Some activities they could do together to wrap up are: write letters to self or each other, set some SMART goals, or follow some journal prompts for a self-reflection exercise.
Week 12
Wrap up, celebration
To conclude this mentee-mentor relationship, the last session will be focused on wrapping the relationship up, and ensuring successes are celebrated and goals are set for the future. Some activities they could are: revisit highlights of the last few months, have a casual conversation over a snack or make plans to meet up in the future to catch up.
Support during post-secondary
The main delivery of these supportive programming will be focused around group mentorship, as a way to further connect international students, work toward shared goals, and learn in a collaborative and encouraging environment.
Timeline, themes, and topics
Weekly
Group mentorship and social events
Connecting with peers and finding a sense of belonging is one of the biggest indicators of success and retention for students, especially in the experience of international students (Arthur, 2017; Guo & Guo, 2017). Providing intentional opportunities to connect is necessary, and therefore is set to occur every week in this stage of the program.
Some ideas for events could be celebrating different holidays, outdoor activities for each season, highlighting special interests and casual catch-ups. Based on identified topics for different groups of students, there could be more structured group mentorship sessions as well, where co-learning and goal setting could happen. The group mentor could facilitate these experiences, and integrate intended learning or topics based on the common experiences of the group. It would be their role to ensure they are creating a safe and enjoyable space for everyone.
Bi-weekly
Group learning sessions
Similarly to the group mentorship and social events, these learning sessions would be facilitated by a student mentor. Many students identify that their language competency negative impacts them building relationships, accessing resources, and pursuing and obtaining a job in Canada (Arthur & Flynn, 2011). It is important to provide a space and supportive learning environment where students can work on their conversational and professional language skills. These sessions can largely be directed by what the students attending what to see, but some potential topics could be around introductions, conversation topics, sharing skills and goals in interviews, etc. in order for students to continue to learn and build their confidence.
Monthly
Workshops
Workshops and seminars are great way to learn as well, and many international students appreciate the more passive learning that these experiences provide (Yan & Sandell, 2016). These workshops, seminars and other structured learning opportunities can be facilitated by professional staff, and open to all international students, as the intention is that these experiences would specifically be catered to the international student experience. Some topics could be around preparing for co-op, immigrations options, networking how to's, etc. would be helpful for international student based on research that highlights gaps in their supportive experiences (Popadiuk & Arthur, 2014).
As student's enter their final year, with the expectation that they have actively engaged in the program up until this point, they will then be matched with an alumni/industry mentor . This eight month program encourages a meeting every month based on curriculum themes, but highlights the importance of - self- development and application of learning through mentorship.
Transition out of post-secondary
Timeline, themes, and topics
Meeting 1
Introductions & goals
The first meeting will be an opportunity for both the mentee and mentor to get to know each other and begin conversations around what the mentee hopes to get out of these monthly sessions, setting expectations together, as well as any specific nuances that the mentor should be aware of. This meeting sets the tone for the rest of the meetings (Lunsford et al., 2017).
Meeting 2
Networks
As many international students identify that a lack of network and connections make it hard for them to find a job or feel supported (Arthur & Flynn, 2011), one of the first topics this stage of mentorship will address is taking an empowering approach for the student to feel supported and guided as they look to make connections and expand their network. This may look like the mentor introducing the mentee to other professionals, attending a networking focused event together, or making a plan to do some reaching out.
Meeting 3
Skill highlights
The focus of this month will be about exploring strengths, skills, and highlighted experiences. Not only will this help build connections between the mentee and mentor as they get to know each other better, it will also allow for lots of conversation and exploratory discussion. During this month, different strengths quizzes and tests could be explored, and jobs of interest could be examined. Based on findings or outcomes, some identified professional development courses or workshops could be highlighted.
Meeting 4
Career exploration
Building off of the previous conversations around skills, the mentor and mentee will also have the opportunity to learn more about different careers that could be pursued. With the help of aptitude tests and other career exploration activities, conversations could be focused on interests, strengths, previous experience and intended goals.
Meeting 5
Resume & interviewing
As many international students have expressed concern when considering resume writing and interviewing (Nunes & Arthur, 2013; Arthur & Flynn, 2011), there will be a couple weeks that is focused on the mentor and mentee building or improving the mentee's resume, while also discussing some tips for interviews. During this meeting, there is also the opportunity to do some mock interviews, review and edits, and feedback.
Meeting 6
Resume & interviewing - special topics
While the focus of this meeting will continue to build off of resume writing, interview prep, etc. it is focus more on areas of improvement or growth that have been identified by either the mentee or the mentor. This allows for flexibility and ensure the mentorship process is focused on supporting the mentee in their career transition journey.
Meeting 7
Professional/life skills
This topic leading up to the end of the mentorship experience is to ensure the mentee has skills and clarity about workplace expectations and feels comfortable starting a career in a workplace in Canada. The mentor may chose to share their experience of their transition into the workplace, some tips and tricks, or the mentee may have some questions that can guide this conversation.
Meeting 8
Immigration & Conclusion
In the last meeting, there will be conversations about plans and goals for the future, specifically focusing on immigration as this is a big concern for international students (Arthur & Flynn, 2011). The mentor and mentee will be able to wrap up their meetings, and may choose to stay in contact professionally or continue to work together to set more goals.