Becoming an Effective PLP-George Mason Univ


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  • Mason is a very welcoming environment in many ways; but that doesn’t mean that international students don’t have added challenges (including language barrier!) in acclimating to the nuances of American education. Never assume your ACCESS partner always understands cultural references. [Show video while students are answer questions]
  • There are six themes which will guide you with developing your skills as a PLP:Supportingthrough empathy, encouragement, and positive reinforcementFacilitate the learning process asrole modelAssist students to engage in critical thinkingHelp students manage conflicting roles and responsibilitiesColleagues’ support through support groupsProvide a feel of partnership with students by using “significant” coaching activities
  • Mentoring Activities are perceived to include the following roles for a mentor: Assessor.Facilitator.Role Model.Planning.Material Support.Interpersonal Support including:Trust.Personal Connection, (Appreciation of student’s abilities).Career development, (Support interests of student & keeping an open mind to achieve students’ vision).Student Empowerment.Developmental:Personal & Social Skills, (Self-esteem & Self confidence)Motivation, (help keep students focused on achievement of their goals). Maturation, (help transition between maturity stages)Attitudinal & Behavioral, (help change from negative to positive).  
  • Major Domains (Areas) where mentoring can be exercised: (Nora & Crisp)
  • Question: Come up with an example of a time when someone displayed/helped you in one of the ways listed on this slide.
  • Question: Come up with an example when you developed an understanding of one of the quoted elements listed on this slide.
  • Question: Come up with an example of a time when someone displayed/helped you in one of the ways listed on this slide.
  • Question: Come up with an example of a time when someone displayed/helped you in one of the ways listed on this slide.
  • Question: Come up with an example of a time when someone displayed/helped you in one of the ways listed on this slide.
  • Question: Come up with an example when you developed an understanding of one of the quoted elements listed on this slide. 
  • Question: Come up with an example when you developed an understanding of one of the points listed on this slide.
  • Becoming an Effective PLP-George Mason Univ

    1. 1. Center for International Student Access<br />Where Innovation is Tradition<br />Becoming an Effective Peer Learning Partner Using Lessons in Mentoring with Cultural Sensitivity<br />By Hanan Alkibsi & Nicole Sealey ©2011<br />
    2. 2. Presentation Outcomes<br />Provide a broad overview of your role as a Peer Learning Partner from multiple perspectives (academic, personal, etc.)<br />Setting the tone for building strong partnerships in the coming term <br />
    3. 3. Internationalization at Mason: Do you Know?<br /><ul><li>What percentage of Mason’s 32,000+ students are international?
    4. 4. How many countries are represented at Mason?
    5. 5. How many languages?
    6. 6. How many majors do we offer in international/global areas?
    7. 7. How many minors?
    8. 8. What percentage of Mason students </li></ul>can claim ethnic origins from outside <br />the US?<br />
    9. 9. Elements of Guidingthrough Peer-Assisted Learning<br /><ul><li>Supportingthrough empathy, encouragement, and positive reinforcement
    10. 10. Facilitate the learning process asrole model
    11. 11. Assist students to engage in critical thinking
    12. 12. Help students manage conflicting roles and responsibilities
    13. 13. Colleagues’ support through support groups
    14. 14. Provide a feel of partnership with students by using “significant” coaching activities</li></li></ul><li>Your Roles as a PLP<br /><ul><li>Assessor
    15. 15. Facilitator
    16. 16. Role Model
    17. 17. Planning
    18. 18. Material Support
    19. 19. Interpersonal Support</li></li></ul><li>Exercising your Role(s) within Major (Areas)<br /><ul><li>Psychological and emotional support
    20. 20. Help in setting goals
    21. 21. Help in advancing student’s knowledge relevant to the chosen field
    22. 22. Role modeling effective research methods
    23. 23. Deep involvement in discussions:
    24. 24. asking questions
    25. 25. expressing ideas
    26. 26. sharing various point of views
    27. 27. Fostering inquisitive communication</li></li></ul><li>Psychological and emotional support <br /><ul><li>Listening to student’s concerns
    28. 28. Empathetic listening;
    29. 29. Genuine understanding;
    30. 30. Acceptance of students’ feelings
    31. 31. Providing moral support.
    32. 32. Encouragement & motivation;
    33. 33. Building student’s self confidence & self-esteem
    34. 34. Helping to identify problems
    35. 35. Providing encouragement
    36. 36. Establishing a supportive relationship between PLP and student
    37. 37. Sharing PLP’s feedback on issues important to student</li></li></ul><li>Learning How to Learn<br />Guide the students on:<br />How “to be a better student” <br />How “to inquire and construct knowledge” <br />How “to pursue self-directed learning”<br />In a nutshell: Encourage ACCESS students to learn how to find, collect and evaluate information from different sources that are available to them. Aid them to critically examine the issues they are covering so the benefits of their students will reach beyond the classroom. <br />
    38. 38. Caring<br /><ul><li>Encouragement
    39. 39. Show excitement about whatever they are doing in order to excel in these pursuits
    40. 40. Developing new interests, feelings and values will translate to a caring attitude about the material or topic being studied
    41. 41. Express your caring that encourages the students to study the material with higher degree of involvement and care to achieve a higher degree of understanding</li></li></ul><li>Human Dimension<br /><ul><li>Cultivate self-confidence and self-esteem in the student by encouraging them to live by ethical principles that develop character
    42. 42. Be culturally sensitive
    43. 43. Develop and define common goals</li></li></ul><li>Integration<br />Examine topics in their materials of studies from different perspectives (e.g., historical, geographical, economical as well as religious) <br />Guide students to become active members of the community through connecting their experiences to those of others<br /> Builds relationship with students as members of a learning community<br />
    44. 44. Application<br />Encourage students to critically think about the material they are learning by analyzing and critiquing the issues<br />Developing practical thinking processes from covered materials, developing abilities to solve and manage real life situations creates a meaningful and practical understanding of the topics being studied<br />Guide them to progress through the three stages of thinking<br />Critical (Analyze and evaluate),<br />Creative (imagine and create new ideas, designs or product) and <br />Practical (ability to use and apply knowledge to solve a problem or make a decision).<br />
    45. 45. Foundational Knowledge<br />Achieve the basic level of knowledge and remember the topics they have learned<br />Make sure that the students comprehend the main concepts of the topic they are learning<br />Develop practical uses of this knowledge and integrate different disciplines of knowledge in order to be used in daily situations to solve real life problems. <br />
    46. 46. Cultural DIFFERENCES<br />A simulation activity<br />
    47. 47. Online Video Resources<br />Diversity commercial<br />PBS Documentary on Cultural Differences<br />
    48. 48. Bibliography<br />Brookfield, S. D. (2005). The skillful teacher. San Francisco, California: Jossey-Bass.<br />Crisp, G., & Cruz, I. (2009). Mentoring college students: a critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), Retrieved from doi: 10.1007/s11162-009-9130-2<br />Fink, L. D. (2003). Creating significant learning experiences. San Francisco, California: Jossey-Bass.<br />Stearns, P. (2009). Education global citizens in colleges and universities: Challenges and opportunities. New York, NY: Routlege. <br />
    49. 49. Video Bibliography<br />Tlizzle3. (Producer). (2009). Diversity commercial. [Web]. Retrieved from<br />76ers. (Producer). (2007). Cultural differences. [Web]. Retrieved from<br />Terranenvoy. (Producer). (2010). George Mason University International Week 2010: Global Roots. [Web]. Retrieved from<br />
    50. 50. CONACT US:<br />Nicole Sealey, Course Questions<br />Lindsay Kenton, HR Questions<br />CISA@GMU.EDU<br />703.993.4711<br />Mason Hall, RM D109<br />OBTAIN THIS PRESENTATION ONLINE:<br /> <br />Thank you!<br />