Appendix C. Co-curricular Mentorship guide for mentors (expectations, resources on building mentorship relationship, timelines and suggested tips /tricks to support mentee)

Overview

The instructions presented in this document are to assist the training of mentors for the PhotoVoice project through a co-curricular approach. Specifically, these exercises are implemented within workshop 1 and can assist facilitators in training upper-year students (mentors) to support lower-year students (Mentees) within the PhotoVoice project.

Exercise One:  How do I practice/support students in self-reflection?

Discussion questions facilitated among breakout rooms is conducted:

• How do we lean into curiosity​ when supporting our mentees?
• How do we actively listen and ask open-ended questions?
• Practice self-reflection prompts found in Appendix I

Exercise Two: Self-Reflection:

Second Discussion questions facilitated among breakout rooms are conducted:

• How do you define Thriving?
• ​How do you define wellness? ​
• How does Thriving relate to our community? Our environment?​

Expectations for Mentors:

• To attend training, workshops one and two
• To exchange contact information with mentees and assist them with any questions they may have about PhotoVoice.
• To be present during their mentees both workshops and participate in the discussion.
• To meet with mentees at least once between workshops 1 and 2 to discuss progress and share their own work and experience.

Important Notes for Facilitator:

Whether you are partnering with an existing mentorship program or our recruiting students for a brand new one, below are some areas to consider:

• Many students may not come ready or trained in taking on leadership. Providing set deliverables, schedules, flexibility and ongoing contact is key to success.
• Training students during workshops should be an interactive component. Having students lead the conversation during the discussion can be helpful in assisting them in taking ownership of the project.
• Continuing to support them through emails and having open dialogue can clarify any miscommunication and assist them in working with their mentee.
• Having flexibility in the dates of workshops and meetings is crucial in accommodating the mentors’ and mentees’ schedules. As mentors can be from a diversity of programs, their schedules can pose a barrier to attending meetings.
• Creating group chats can be useful in having fast communication with mentors and keeping them up to date with any updates or questions.
• Having mentors trained 1 month prior to facilitating workshop 1 can allow flexibility in planning ahead with the project.