FAQ | Int Stdnt Mentorship

Frequently Asked Questions

This program outline serves as a starting point for institutions to implement supportive transition programming that will holistically support international students as they transition into post-secondary, and later, transition into their career. It is understood that every institution may have different student demographics, which may influence how a program like this may be delivered. The following questions highlight some areas where institution may choose to direct more attention and focus as they approach this program.

1 What theories inform this work?

When supporting students, there are a variety of theories that inform the work of higher education professionals and programs. These theories such as Chickering's (1993) Student Development Theory highlight that extra-curricular learnings, growth and development that students experiences as part of their experience outside of the classroom. This theory is focused on interpersonal and intrapersonal skills and identities. Lizzio's (2005) Areas of Student Success, which point to the responsibility that professionals play in ensuring students are supported in a holistic way in their transition. Both of these theories highlight crucial aspects like capability, connectedness, purpose, resourcefulness, and understanding academic culture. These areas encompass academic expectations, relationships with peers and faculty, engagement in and outside the classroom, proactive problem-solving, and comprehension of learning values and ethics. To facilitate international students' success, institutions must clarify expectations, provide academic support, encourage social connections, offer opportunities for personal and academic development, and align teaching practices with cultural diversity.

Rendon's (1994) Validation Theory was also used to inform this project. This theory highlights the role that institutions and interactions play in encouraging and supporting students intentionally. Through this perspective, the importance of early and consistent validation to ensure successful student development is necessary. All of these theories were considered throughout the research and program creation of this project.

2 How can the curriculum be adjusted to meet different needs?

Theories, researchers, and practitioners all agree that both curricular and extra-curricular learning is valuable and crucial for students, specifically international students, to adjust in their transition and become successful in their goals surrounding their education and career. There is the potential for a program like this to have supportive from both faculty and student affairs professionals in order to support international students inside and outside of the classroom. This would allow the curriculum and program focus to be balanced in curricular and extra-curricular learning outcomes. The way the current program is currently laid out focuses most of the learning on social aspects of the student experiences, leaning more towards an extra-curricular focus.

In acknowledging that different identity groups may have different experiences in their transitions (Kwon, 2009), and therefore require specific supports, it is necessary to consult with specific groups and research. This is to ensure needs are effectively being met in the most appropriate ways. With this approach, it would result in a program that is student-centered, and ensures that the learning outcomes are appropriate for the student population it is serving (Thomson & Esses, 2016).

If there are specific needs that arise, based on demographics, current events, changes in policy, etc. the curriculum and learning outcomes can easily be adapted to meet the students needs in the most effective way. The curriculum is research based and practitioner informed, and this allows for changes that are supported by current research, assessment and identified student needs in practice.

3 What training would the mentors and other support staff need?

While the training for this mentorship program is not built out and provided as a part of this project, there are many resources available for informing the process for training student support staff. The way the program is highlighted, there are different roles that mentors may take on. They could pursue a one-on-one supportive role, or a group mentorship focused role, both of which would require a bit of different training. Some standard training that has been identified in practice are topics around the following: introduction to program and expectations, building rapport, supportive conversations, campus and community resources, communication, reporting, confidentially and boundaries, providing referrals and escalating, identifying and understanding student needs, and navigating difficult conversations.

A valuable feature of the program is that it leans into what supports may always be offered to students, such as different workshops that may be hosted by professional staff. These individuals would likely not need any additional training, as the workshops are a part of their professional focus. The industry professional may require a bit of a training overview focusing on student needs and managing expectations and boundaries as they step into the position, but should be able to manage this supportive role without needing too much training.

4 What are some potential challenges in delivering this program?

While this program is an outline that could likely be implemented in institutions across Canada, there may be some specific challenges when implementing this program or something similar. These factors of influence and challenge could be dependent on student populations, funding, institutional priorities, and student supports currently available. The institutional priorities determine the focus, campus alignment, and goals of educational institutions, and if supporting international students has not been defined as a priority or a goal, it may be challenging to receive support, funding, or support to implement a program like this.

This program does require a lot of support from across the institution, and if there is no cross departmental support it would be challenging to deliver a program in a robust way that has been outlined. A recommendation would be to start small, assess heavily, and start to build connections of buy-in and support. There may also not be funding available to hire students for a one-on-one mentoring experience if there is a lack of institutional support. The recommendation would be to then do a group mentorship focused program, with the emphasis still being on connection, goal setting, and learning. Implementing a brand new program is often a challenge, so it is recommended that there are key goals and outcomes first identified and highlighted, then the program can be continued in order to reach more students and provide more support.