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Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
Mentoring for international students: a case study
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Mentoring for international students: a case study

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Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.

Slides from the presentation by Shamini Ragavan (Newcastle Law School) at the event Assessment and feedback issues for teaching international students in Law on 16 May 2011.

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  • 1. Mentoring for International Students: A Case Study By Shamini Ragavan Newcastle Law School
  • 2. Curriculum for International Students <ul><li>First strand of support </li></ul><ul><li>Implemented the International Student Intensive Guidance and Development Programme (ISIGP) in Sept 2004 to facilitate integration of first year international students into the mainstream curriculum. </li></ul><ul><li>Adjust to the academic and social culture in the new institution and manage expectations. </li></ul>
  • 3. International Student Intensive Guidance and Development Programme (ISIGP) <ul><li>International Student Tutor is appointed to run the programme. </li></ul><ul><li>Includes weekly academic support, and pastoral support. </li></ul><ul><li>Curriculum includes legal writing, preparing for lectures/seminars, effective note-taking, mock examinations, revision etc. </li></ul>
  • 4. Mentoring scheme for international students by international students <ul><li>Second strand of support </li></ul><ul><li>Initiated in Sept 2008 as a pilot project </li></ul><ul><li>Funded by the HASS Faculty, Newcastle </li></ul>
  • 5. Two main objectives <ul><li>Facilitate transition of mentees into the new curriculum and institution </li></ul><ul><li>Develop transferable skills amongst appointed mentors </li></ul>
  • 6. Mentoring scheme <ul><li>International students with similar interests and goals to meet and interact. </li></ul><ul><li>Encourage a sense of belonging in their new academic environment, resulting in better social and academic integration; enhancing their psychological well-being. </li></ul><ul><li>The importance of initial experience of learning, and positive initial experience may help or reduce subsequent negative experience. </li></ul>
  • 7. Design of the mentoring scheme <ul><li>Interested applicants (stage 2 &amp; 3) apply by sending an informal personal statement </li></ul><ul><li>Mentors appointed </li></ul><ul><li>Mentors undergo training </li></ul><ul><li>Style of mentoring – natural and facilitated – facilitate and manage expectations of the mentees </li></ul><ul><li>Mentees select their own mentors after a lunch reception </li></ul>
  • 8. Design of the scheme <ul><li>Meetings are scheduled based on mentees’ needs </li></ul><ul><li>Mentors and mentees meet at their choice of venue </li></ul><ul><li>They communicate with each other via e-mail, telephone chats, text messages </li></ul><ul><li>Flexibility and informality - two key facets of the scheme </li></ul>
  • 9. Skills developed by mentors <ul><li>The transferability of the skills in related employment and lifelong learning and its application; and </li></ul><ul><li>The articulation of skills developed in different contexts. </li></ul>
  • 10. Autonomy and Personal Skills (Bell, Johnstone, 1996) <ul><li>The ability to act independently, to deal with the unexpected, to reflect on one’s own actions and to accept and provide constructive feedback </li></ul>
  • 11. Some comments made… <ul><li>“ My mentee is a few years older than me and this is his second degree. Although, we are quite different, we work very well together. It is important to find a common ground. Same applies at work.” </li></ul><ul><li>“ I think people skills are more important than intellectual skills. If I can’t get the information across then my knowledge is useless” </li></ul><ul><li>“ Learning to deal with confidentiality. This translates to a professional environment” </li></ul>
  • 12. Group discussion <ul><li>Group 1 : Do you think pairing up first year international students with other international students is empowering to them and why do you think so? </li></ul><ul><li>Group 2 : Do you think a mentoring scheme for international students by international students segregates them from rest of the student cohort? </li></ul>
  • 13. Group discussion <ul><li>Group 3 : Do you think mentors acquire skills that are transferable in the work place? Can you identify some the skills developed by mentors in their role? </li></ul>

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