{"id":99,"date":"2022-02-22T12:13:44","date_gmt":"2022-02-22T17:13:44","guid":{"rendered":"https:\/\/pressbooks.library.ryerson.ca\/photovoice\/?post_type=back-matter&p=99"},"modified":"2022-03-01T09:08:28","modified_gmt":"2022-03-01T14:08:28","slug":"appendix-c-co-curricular-mentorship-guide-for-mentors-expectations-resources-on-building-mentorship-relationship-timelines-and-suggested-tips-tricks-to-support-mentee","status":"publish","type":"back-matter","link":"https:\/\/pressbooks.library.torontomu.ca\/photovoice\/back-matter\/appendix-c-co-curricular-mentorship-guide-for-mentors-expectations-resources-on-building-mentorship-relationship-timelines-and-suggested-tips-tricks-to-support-mentee\/","title":{"raw":"Appendix C. Co-curricular Mentorship guide for mentors (expectations, resources on building mentorship relationship, timelines and suggested tips \/tricks to support mentee)","rendered":"Appendix C. Co-curricular Mentorship guide for mentors (expectations, resources on building mentorship relationship, timelines and suggested tips \/tricks to support mentee)"},"content":{"raw":"

Overview<\/strong><\/h3>\r\nThe 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.\r\n

Exercise One:\u00a0<\/strong> How do I practice\/support students in self-reflection?<\/h3>\r\n

Discussion questions facilitated among breakout rooms is conducted:<\/h3>\r\n
    \r\n \t
  • How do we lean into curiosity\u200b when supporting our mentees?<\/li>\r\n \t
  • How do we actively listen and ask open-ended questions?<\/li>\r\n \t
  • Practice self-reflection prompts found in Appendix I<\/li>\r\n<\/ul>\r\n

    Exercise Two:<\/strong> Self-Reflection:<\/h3>\r\n

    Second Discussion questions facilitated among breakout rooms are conducted:<\/h3>\r\n
      \r\n \t
    • How do you define Thriving?<\/li>\r\n \t
    • \u200bHow do you define wellness? \u200b<\/li>\r\n \t
    • How does Thriving relate to our community? Our environment?\u200b<\/li>\r\n<\/ul>\r\n

      Expectations for Mentors:<\/strong><\/h3>\r\n
        \r\n \t
      • To attend training, workshops one and two<\/li>\r\n \t
      • To exchange contact information with mentees and assist them with any questions they may have about PhotoVoice.<\/li>\r\n \t
      • To be present during their mentees both workshops and participate in the discussion.<\/li>\r\n \t
      • To meet with mentees at least once between workshops 1 and 2 to discuss progress and share their own work and experience.<\/li>\r\n<\/ul>\r\n

        Important Notes for Facilitator:<\/strong><\/h3>\r\nWhether you are partnering with an existing mentorship program or our recruiting students for a brand new one, below are some areas to consider:\r\n
          \r\n \t
        • Many students may not come ready or trained in taking on leadership. Providing set deliverables, schedules, flexibility and ongoing contact is key to success.<\/li>\r\n \t
        • 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.<\/li>\r\n \t
        • Continuing to support them through emails and having open dialogue can clarify any miscommunication and assist them in working with their mentee.<\/li>\r\n \t
        • Having flexibility in the dates of workshops and meetings is crucial in accommodating the mentors\u2019 and mentees\u2019 schedules. As mentors can be from a diversity of programs, their schedules can pose a barrier to attending meetings.<\/li>\r\n \t
        • Creating group chats can be useful in having fast communication with mentors and keeping them up to date with any updates or questions.<\/li>\r\n \t
        • Having mentors trained 1 month prior to facilitating workshop 1 can allow flexibility in planning ahead with the project.<\/li>\r\n<\/ul>\r\n ","rendered":"

          Overview<\/strong><\/h3>\n

          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.<\/p>\n

          Exercise One:\u00a0<\/strong> How do I practice\/support students in self-reflection?<\/h3>\n

          Discussion questions facilitated among breakout rooms is conducted:<\/h3>\n
            \n
          • How do we lean into curiosity\u200b when supporting our mentees?<\/li>\n
          • How do we actively listen and ask open-ended questions?<\/li>\n
          • Practice self-reflection prompts found in Appendix I<\/li>\n<\/ul>\n

            Exercise Two:<\/strong> Self-Reflection:<\/h3>\n

            Second Discussion questions facilitated among breakout rooms are conducted:<\/h3>\n
              \n
            • How do you define Thriving?<\/li>\n
            • \u200bHow do you define wellness? \u200b<\/li>\n
            • How does Thriving relate to our community? Our environment?\u200b<\/li>\n<\/ul>\n

              Expectations for Mentors:<\/strong><\/h3>\n
                \n
              • To attend training, workshops one and two<\/li>\n
              • To exchange contact information with mentees and assist them with any questions they may have about PhotoVoice.<\/li>\n
              • To be present during their mentees both workshops and participate in the discussion.<\/li>\n
              • To meet with mentees at least once between workshops 1 and 2 to discuss progress and share their own work and experience.<\/li>\n<\/ul>\n

                Important Notes for Facilitator:<\/strong><\/h3>\n

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

                  \n
                • Many students may not come ready or trained in taking on leadership. Providing set deliverables, schedules, flexibility and ongoing contact is key to success.<\/li>\n
                • 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.<\/li>\n
                • Continuing to support them through emails and having open dialogue can clarify any miscommunication and assist them in working with their mentee.<\/li>\n
                • Having flexibility in the dates of workshops and meetings is crucial in accommodating the mentors\u2019 and mentees\u2019 schedules. As mentors can be from a diversity of programs, their schedules can pose a barrier to attending meetings.<\/li>\n
                • Creating group chats can be useful in having fast communication with mentors and keeping them up to date with any updates or questions.<\/li>\n
                • Having mentors trained 1 month prior to facilitating workshop 1 can allow flexibility in planning ahead with the project.<\/li>\n<\/ul>\n

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