This document provides information and guidance for peer mentors for the 2017-18 academic year. Key points include:
- The peer mentoring scheme has expanded and now includes all first year students and most departments. Mentors will likely have larger mentoring groups.
- To receive accreditation, mentors must have 6 points of contact with their mentees over the course of the year according to the outlined timeline and themes.
- Mentors are expected to uphold university values, complete all necessary training, and follow the code of conduct which prohibits one-on-one private meetings and establishes communication guidelines.
- The document reviews equality, diversity, effective communication strategies, and important topics like safeguarding,
The document provides information for students on being a peer mentor for new students at the University. It outlines that mentors should provide advice on campus life, academic resources, and activities. Mentors are expected to send mentees 5 emails over the year and complete online training. The role of mentor can be accredited on a student's HEAR transcript. Support and guidance for mentors is available from program leads.
The document discusses equality and diversity legislation in the UK and how it relates to the role of a mentor. It covers the Equality Act of 2010, which protects people from discrimination. Direct discrimination involves treating someone less favorably due to a protected characteristic, while indirect discrimination involves neutral policies that disproportionately disadvantage those with protected characteristics. Effective communication as a mentor involves being inclusive, an active listener, and tailoring communication to individual mentees. The use of inclusive language is important to avoid stereotypes and make all people feel respected.
This document provides information and guidelines for peer mentors undergoing training. The training ensures mentors are effective and supported in their role, and also helps mentors gain transferable skills. As a mentor, one should share experiences, listen, encourage mentees to take action, advise within their expertise but not offer solutions, and look out for the mentee's well-being. Mentors should also discuss and agree upon a mentoring agreement. Topics covered in mentoring may include social opportunities, advice on university life and the local area, and referral information for issues beyond the mentor's scope.
This document outlines Edgehill University's program for using second-year nursing students as peer mentors for first-year students. It describes the peer mentor role, which involves providing support, guidance, and advice to mentees through at least 4 contacts over the 12-month program. Benefits include enhancing mentors' skills and experience, as well as helping mentees settle in and feel less stressed by having a supportive mentor who has experienced the program. Feedback from mentees has been positive, finding the guidance and reassurance from student mentors with more experience to be very helpful.
Paulo Freire believed that the fundamental task of a mentor is a liberating one, where the mentor helps students become owners of their own history and development, rather than reproducing the mentor's goals and aspirations in the students. Freire saw mentoring as an ethical posture where the mentor truly believes in the total autonomy, freedom, and development of those being mentored. The mentor's role is to empower students, not impose the mentor's own views on them.
This document provides guidance for mentors on their role and responsibilities in mentoring a group of new university students. It outlines what is expected of mentors, including maintaining contact with mentees, being available to answer questions, encouraging involvement in university life, and attending training. It also discusses boundaries for mentors, such as maintaining confidentiality, safety, and not providing academic support. The document then gives suggestions for planning and facilitating group meetings, such as icebreakers, discussion topics, and activities. It concludes with guidance on group dynamics, managing problems, and ensuring inclusion of all mentees.
The document discusses various topics related to professional writing, including maintaining a professional tone, catching readers' attention with email subject lines and keeping their interest throughout the email, effective time management, and understanding one's target audience. It reflects on how the writer applied these skills in assignments such as a new program proposal by considering the appropriate tone for both students and administrators. Mastering these techniques is important for success in school and future careers.
The student mentor network brings together more experienced students with those new to higher education to share their knowledge and experience. The network provides training and a structure for more experienced students to help those new to higher education. The mentor – mentee relationship is an informal one with meetings taking place in cafes and other informal spaces. There is also the option to meet online or by email with mentors when they are based at another campus.
The document provides information for students on being a peer mentor for new students at the University. It outlines that mentors should provide advice on campus life, academic resources, and activities. Mentors are expected to send mentees 5 emails over the year and complete online training. The role of mentor can be accredited on a student's HEAR transcript. Support and guidance for mentors is available from program leads.
The document discusses equality and diversity legislation in the UK and how it relates to the role of a mentor. It covers the Equality Act of 2010, which protects people from discrimination. Direct discrimination involves treating someone less favorably due to a protected characteristic, while indirect discrimination involves neutral policies that disproportionately disadvantage those with protected characteristics. Effective communication as a mentor involves being inclusive, an active listener, and tailoring communication to individual mentees. The use of inclusive language is important to avoid stereotypes and make all people feel respected.
This document provides information and guidelines for peer mentors undergoing training. The training ensures mentors are effective and supported in their role, and also helps mentors gain transferable skills. As a mentor, one should share experiences, listen, encourage mentees to take action, advise within their expertise but not offer solutions, and look out for the mentee's well-being. Mentors should also discuss and agree upon a mentoring agreement. Topics covered in mentoring may include social opportunities, advice on university life and the local area, and referral information for issues beyond the mentor's scope.
This document outlines Edgehill University's program for using second-year nursing students as peer mentors for first-year students. It describes the peer mentor role, which involves providing support, guidance, and advice to mentees through at least 4 contacts over the 12-month program. Benefits include enhancing mentors' skills and experience, as well as helping mentees settle in and feel less stressed by having a supportive mentor who has experienced the program. Feedback from mentees has been positive, finding the guidance and reassurance from student mentors with more experience to be very helpful.
Paulo Freire believed that the fundamental task of a mentor is a liberating one, where the mentor helps students become owners of their own history and development, rather than reproducing the mentor's goals and aspirations in the students. Freire saw mentoring as an ethical posture where the mentor truly believes in the total autonomy, freedom, and development of those being mentored. The mentor's role is to empower students, not impose the mentor's own views on them.
This document provides guidance for mentors on their role and responsibilities in mentoring a group of new university students. It outlines what is expected of mentors, including maintaining contact with mentees, being available to answer questions, encouraging involvement in university life, and attending training. It also discusses boundaries for mentors, such as maintaining confidentiality, safety, and not providing academic support. The document then gives suggestions for planning and facilitating group meetings, such as icebreakers, discussion topics, and activities. It concludes with guidance on group dynamics, managing problems, and ensuring inclusion of all mentees.
The document discusses various topics related to professional writing, including maintaining a professional tone, catching readers' attention with email subject lines and keeping their interest throughout the email, effective time management, and understanding one's target audience. It reflects on how the writer applied these skills in assignments such as a new program proposal by considering the appropriate tone for both students and administrators. Mastering these techniques is important for success in school and future careers.
The student mentor network brings together more experienced students with those new to higher education to share their knowledge and experience. The network provides training and a structure for more experienced students to help those new to higher education. The mentor – mentee relationship is an informal one with meetings taking place in cafes and other informal spaces. There is also the option to meet online or by email with mentors when they are based at another campus.
This document provides an overview of the syllabus for an English 151L course in Spring 2021 taught by Professor Kathryn Gordon. It highlights the following key points:
1. The course uses the 13th edition of The Norton Introduction to Literature textbook and includes essays, discussion forums, reading checks, and journal assignments for grading.
2. Students can earn up to 200 bonus points through additional opportunities announced throughout the semester. Late penalties are limited to ensure students have multiple chances to succeed.
3. The instructor aims to make the course interesting, challenging, and supportive for students through a variety of assignments, feedback, and a flexible schedule.
4. Prior student evaluations praised the class structure, content, feedback
The document provides guidance on writing a strong personal statement for university applications. It begins by explaining the purpose of the personal statement and how it will be reviewed. It then offers tips on structure, content, and style. Examples of both strong and weak personal statements are provided for different subject areas. The document concludes by answering common questions and providing references for additional help.
This document provides tips and information for first year students at UTS Business School. It includes:
- Welcome messages from the President of the UTS Business Society and the Education Director introducing the First Year Guide.
- Profiles of the UTS Business Society team including the portfolio directors and general committee members who can assist students.
- "Guru Tips" from the society members with advice on getting involved, time management, making friends and networking.
- Information on navigating campus and accessing student resources like the student portal and administration office.
- A section encouraging students to get involved in the university through clubs and societies to help them feel a sense of belonging.
When preparing for an interview for a faculty position, you may encounter questions that directly apply to your experience as a faculty member, or question your ability to teach. Here are some tips to help you stand out from the crowd, and showcase your best skills.
1. The document discusses the importance of mentoring for teachers. It defines a mentor as a wise and trusted counselor. A mentor provides both personal and professional support that goes beyond advising.
2. It then lists eight qualities of a great teacher mentor: respect, listening, challenging mentees to grow, collaboration, celebration, honesty, providing a safe space, and empathy. These qualities help mentors support new teachers and strengthen the mentor-mentee relationship.
The document discusses the use of class contracts between teachers and students. It presents the perspective of a teacher, Estelle Helouin, who initially had reservations about using class contracts but found benefits after implementing one. The document outlines examples of what a class contract may include, such as expectations for behavior, participation, and language use. It also shares examples of how Estelle involved students in discussions around the contract and examples of how it was referred to positively in class. The overall message is that while class contracts seemed like unnecessary administration at first, establishing clear expectations with students led to constructive discussions and helped foster a positive learning environment.
This document provides information about an FYE 101 class that meets on Mondays and Wednesdays at 1 pm in room CC 164. The instructor is Sara Hillis and her contact information is provided. The course is an overview of strategies to ensure success for first-year students. Grades are based on attendance, an outcomes log, MAP Works surveys, and a final exam. Course policies outline attendance requirements, participation expectations, guidelines for submitting assignments, and maintaining respect in the classroom.
High School Success & College Preparation Parent Coffee April 2017nrmstech
High school presents new challenges for students with less support from teachers and more freedom. To succeed, students should maintain good attendance, balance their responsibilities, and challenge themselves with rigorous coursework. Colleges seek well-rounded students who demonstrate passion, leadership, and mental toughness. Parents can support their child's high school and college preparation by fostering independence, exploring college options early, and avoiding pressure to choose a career too soon.
Helpful Tips On How To Succeed In Collegebeet8liver
The document provides helpful tips for students to succeed in college, including keeping phones silent during class, studying every day as college success depends on success in school, memorizing campus police numbers for safety, taking breaks to avoid stress, becoming familiar with class schedules and locations before classes start, developing relationships with professors, getting involved in student groups but prioritizing grades, and not overscheduling classes especially in the first year.
The document discusses the importance of the relationship between academic advisors and online students. It identifies key roles of academic advisors such as academic planning, problem resolution, and student advocacy. It then describes five ways for advisors to build rapport with students: being available, knowledgeable, effective, advocating for students, and showing care and concern. Building rapport through these methods can help motivate students and improve retention in online courses.
The document summarizes three potential career paths: editor, teacher, and college administrator. It provides details about the day-to-day responsibilities, educational requirements, career progression benchmarks, salaries, and the author's reaction to each career. Specifically, it notes that editors face intense competition and long hours, teachers find the work rewarding but consider administrative roles, and college administration combines student support with career progression opportunities.
Sylvia Juarez Personal Statement Powerpoint 2014 SHARE LEARN and CONNECTRebecca Joseph
The document provides guidance on writing an effective personal statement for college applications. It outlines several key elements of a strong personal statement, including being thoughtful and honest, focusing on depth rather than breadth, following good writing conventions, directly answering the prompt, incorporating feedback, demonstrating knowledge of the intended major or college, reframing weaknesses as strengths, and exuding confidence. The document also provides tips for brainstorming experiences and qualities to include in the personal statement.
This document provides guidance on peer-to-peer mentoring. It emphasizes valuing one's own skills and helping others grow through sharing knowledge, building relationships, and empowering mentees to become mentors themselves. Effective mentoring involves knowing your mentee's goals, being patient, celebrating successes, and encouraging accountability and improvement. Mentors should lead by example, avoid being defensive or inflexible, and focus on small, consistent efforts that can lead to big successes over time.
The document outlines the grading breakdown and policies for a semester 2 class. The notebook is worth 40% of the grade, with midterms and finals each worth 20% and projects ranging from 5-10%. Behavior accounts for 10-15% of the grade. The instructor will not chase students for late or missing work; it is the student's responsibility to get any work from missed classes. Work more than 2 weeks late will not be accepted. To do well, students should take good notes worth 40% of the grade, avoid disrupting class, turn work in on time, and study for tests.
This interview summarizes the career of Bethany Shoaf, a licensed speech-language pathologist. She discusses the education required to enter the field, important personal qualities, typical career paths and hiring procedures, her daily work activities, and opportunities for advancement. Overall, she finds the work rewarding but also mentions challenges in working with difficult families and professionals at times. She emphasizes the importance of an open mindset and flexibility within this broad field.
Promoting Knowledge Gain & Behavior Change through Effective Educationmilfamln
This session will focus on the theme of working with lay audiences to elicit knowledge gain and behavior change. We’ve spent more than a year providing military helping professionals top-notch content and subject-matter expertise on a variety of relevant topics but we’ve never really focused on core professional development. And, for some professionals, specifically those with no background or training in education or through a professional licensure, this may be brand new information.
Key objectives include:
Effective communication: active listening and responding
Principles of adult learning: how and why adults take in and process information
Stages of change: how and why adults think about implementing new knowledge/behaviors
The document outlines the grading breakdown and policies for a semester 2 class. The notebook is worth 40% of the grade, with midterms and finals each worth 20% and projects ranging from 5-10%. Behavior accounts for 10-15% of the grade. The instructor will not chase students for missed work or scores and will not accept assignments more than 2 weeks late. To earn a good grade, students should take thorough notes, which are 40% of the grade; avoid excessive talking in class; and turn in all classwork on time.
Olivia Liddell - CodeMash 2019 - Becoming an Effective MentorOliviaLiddell
Have you ever thought about becoming a mentor but didn’t know how to get started? Mentoring is a valuable tool for professional development that can result in positive outcomes for both the mentor and the mentee. In this session, you will learn:
- How to identify the specific skills and strengths that you could potentially offer as a mentor.
- Strategies for how to build formal and informal mentoring relationships in the workplace.
- Best practices for communication in mentoring, including how to give constructive feedback and understanding the importance of of active listening.
- Strategies for overcoming common fears that might be preventing you from wanting to become a mentor. If you’ve ever considered becoming a mentor but felt that you didn’t have enough time, that you’re too much of a beginner yourself, or even that your communication skills might be holding you back, this session is for you.
This document provides an overview of the role and responsibilities of Course Representatives (Reps) at the university. It outlines that Course Reps gather feedback from students, represent student views at Student Staff Committee meetings, and ensure the feedback loop is closed by communicating outcomes back to students. The document also describes the academic representation system and signposting support services that Reps can provide to students.
My role as a mentor and the developmental assetsAshok P Das
As a mentor, you fulfill several important roles: a friend, role model, confidant, and nurturer of possibilities. You are not meant to be a savior or take on parental responsibilities. The Developmental Assets framework outlines key factors that help youth become responsible adults, including support from non-family adults, empowerment, boundaries/expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. As a mentor, you can help provide opportunities for your mentee's growth in these areas.
This document provides an overview of the syllabus for an English 151L course in Spring 2021 taught by Professor Kathryn Gordon. It highlights the following key points:
1. The course uses the 13th edition of The Norton Introduction to Literature textbook and includes essays, discussion forums, reading checks, and journal assignments for grading.
2. Students can earn up to 200 bonus points through additional opportunities announced throughout the semester. Late penalties are limited to ensure students have multiple chances to succeed.
3. The instructor aims to make the course interesting, challenging, and supportive for students through a variety of assignments, feedback, and a flexible schedule.
4. Prior student evaluations praised the class structure, content, feedback
The document provides guidance on writing a strong personal statement for university applications. It begins by explaining the purpose of the personal statement and how it will be reviewed. It then offers tips on structure, content, and style. Examples of both strong and weak personal statements are provided for different subject areas. The document concludes by answering common questions and providing references for additional help.
This document provides tips and information for first year students at UTS Business School. It includes:
- Welcome messages from the President of the UTS Business Society and the Education Director introducing the First Year Guide.
- Profiles of the UTS Business Society team including the portfolio directors and general committee members who can assist students.
- "Guru Tips" from the society members with advice on getting involved, time management, making friends and networking.
- Information on navigating campus and accessing student resources like the student portal and administration office.
- A section encouraging students to get involved in the university through clubs and societies to help them feel a sense of belonging.
When preparing for an interview for a faculty position, you may encounter questions that directly apply to your experience as a faculty member, or question your ability to teach. Here are some tips to help you stand out from the crowd, and showcase your best skills.
1. The document discusses the importance of mentoring for teachers. It defines a mentor as a wise and trusted counselor. A mentor provides both personal and professional support that goes beyond advising.
2. It then lists eight qualities of a great teacher mentor: respect, listening, challenging mentees to grow, collaboration, celebration, honesty, providing a safe space, and empathy. These qualities help mentors support new teachers and strengthen the mentor-mentee relationship.
The document discusses the use of class contracts between teachers and students. It presents the perspective of a teacher, Estelle Helouin, who initially had reservations about using class contracts but found benefits after implementing one. The document outlines examples of what a class contract may include, such as expectations for behavior, participation, and language use. It also shares examples of how Estelle involved students in discussions around the contract and examples of how it was referred to positively in class. The overall message is that while class contracts seemed like unnecessary administration at first, establishing clear expectations with students led to constructive discussions and helped foster a positive learning environment.
This document provides information about an FYE 101 class that meets on Mondays and Wednesdays at 1 pm in room CC 164. The instructor is Sara Hillis and her contact information is provided. The course is an overview of strategies to ensure success for first-year students. Grades are based on attendance, an outcomes log, MAP Works surveys, and a final exam. Course policies outline attendance requirements, participation expectations, guidelines for submitting assignments, and maintaining respect in the classroom.
High School Success & College Preparation Parent Coffee April 2017nrmstech
High school presents new challenges for students with less support from teachers and more freedom. To succeed, students should maintain good attendance, balance their responsibilities, and challenge themselves with rigorous coursework. Colleges seek well-rounded students who demonstrate passion, leadership, and mental toughness. Parents can support their child's high school and college preparation by fostering independence, exploring college options early, and avoiding pressure to choose a career too soon.
Helpful Tips On How To Succeed In Collegebeet8liver
The document provides helpful tips for students to succeed in college, including keeping phones silent during class, studying every day as college success depends on success in school, memorizing campus police numbers for safety, taking breaks to avoid stress, becoming familiar with class schedules and locations before classes start, developing relationships with professors, getting involved in student groups but prioritizing grades, and not overscheduling classes especially in the first year.
The document discusses the importance of the relationship between academic advisors and online students. It identifies key roles of academic advisors such as academic planning, problem resolution, and student advocacy. It then describes five ways for advisors to build rapport with students: being available, knowledgeable, effective, advocating for students, and showing care and concern. Building rapport through these methods can help motivate students and improve retention in online courses.
The document summarizes three potential career paths: editor, teacher, and college administrator. It provides details about the day-to-day responsibilities, educational requirements, career progression benchmarks, salaries, and the author's reaction to each career. Specifically, it notes that editors face intense competition and long hours, teachers find the work rewarding but consider administrative roles, and college administration combines student support with career progression opportunities.
Sylvia Juarez Personal Statement Powerpoint 2014 SHARE LEARN and CONNECTRebecca Joseph
The document provides guidance on writing an effective personal statement for college applications. It outlines several key elements of a strong personal statement, including being thoughtful and honest, focusing on depth rather than breadth, following good writing conventions, directly answering the prompt, incorporating feedback, demonstrating knowledge of the intended major or college, reframing weaknesses as strengths, and exuding confidence. The document also provides tips for brainstorming experiences and qualities to include in the personal statement.
This document provides guidance on peer-to-peer mentoring. It emphasizes valuing one's own skills and helping others grow through sharing knowledge, building relationships, and empowering mentees to become mentors themselves. Effective mentoring involves knowing your mentee's goals, being patient, celebrating successes, and encouraging accountability and improvement. Mentors should lead by example, avoid being defensive or inflexible, and focus on small, consistent efforts that can lead to big successes over time.
The document outlines the grading breakdown and policies for a semester 2 class. The notebook is worth 40% of the grade, with midterms and finals each worth 20% and projects ranging from 5-10%. Behavior accounts for 10-15% of the grade. The instructor will not chase students for late or missing work; it is the student's responsibility to get any work from missed classes. Work more than 2 weeks late will not be accepted. To do well, students should take good notes worth 40% of the grade, avoid disrupting class, turn work in on time, and study for tests.
This interview summarizes the career of Bethany Shoaf, a licensed speech-language pathologist. She discusses the education required to enter the field, important personal qualities, typical career paths and hiring procedures, her daily work activities, and opportunities for advancement. Overall, she finds the work rewarding but also mentions challenges in working with difficult families and professionals at times. She emphasizes the importance of an open mindset and flexibility within this broad field.
Promoting Knowledge Gain & Behavior Change through Effective Educationmilfamln
This session will focus on the theme of working with lay audiences to elicit knowledge gain and behavior change. We’ve spent more than a year providing military helping professionals top-notch content and subject-matter expertise on a variety of relevant topics but we’ve never really focused on core professional development. And, for some professionals, specifically those with no background or training in education or through a professional licensure, this may be brand new information.
Key objectives include:
Effective communication: active listening and responding
Principles of adult learning: how and why adults take in and process information
Stages of change: how and why adults think about implementing new knowledge/behaviors
The document outlines the grading breakdown and policies for a semester 2 class. The notebook is worth 40% of the grade, with midterms and finals each worth 20% and projects ranging from 5-10%. Behavior accounts for 10-15% of the grade. The instructor will not chase students for missed work or scores and will not accept assignments more than 2 weeks late. To earn a good grade, students should take thorough notes, which are 40% of the grade; avoid excessive talking in class; and turn in all classwork on time.
Olivia Liddell - CodeMash 2019 - Becoming an Effective MentorOliviaLiddell
Have you ever thought about becoming a mentor but didn’t know how to get started? Mentoring is a valuable tool for professional development that can result in positive outcomes for both the mentor and the mentee. In this session, you will learn:
- How to identify the specific skills and strengths that you could potentially offer as a mentor.
- Strategies for how to build formal and informal mentoring relationships in the workplace.
- Best practices for communication in mentoring, including how to give constructive feedback and understanding the importance of of active listening.
- Strategies for overcoming common fears that might be preventing you from wanting to become a mentor. If you’ve ever considered becoming a mentor but felt that you didn’t have enough time, that you’re too much of a beginner yourself, or even that your communication skills might be holding you back, this session is for you.
This document provides an overview of the role and responsibilities of Course Representatives (Reps) at the university. It outlines that Course Reps gather feedback from students, represent student views at Student Staff Committee meetings, and ensure the feedback loop is closed by communicating outcomes back to students. The document also describes the academic representation system and signposting support services that Reps can provide to students.
My role as a mentor and the developmental assetsAshok P Das
As a mentor, you fulfill several important roles: a friend, role model, confidant, and nurturer of possibilities. You are not meant to be a savior or take on parental responsibilities. The Developmental Assets framework outlines key factors that help youth become responsible adults, including support from non-family adults, empowerment, boundaries/expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. As a mentor, you can help provide opportunities for your mentee's growth in these areas.
This document provides an overview of peer mentor training presented by Shane Young. It defines a peer mentor as another student who can serve as a resource, support, and referral for other students. The roles of a mentor are discussed, including being a friend, coach, supporter, and role model. A peer mentor's responsibilities include weekly check-ins with mentees, attending monthly workshops, and participating in end-of-semester gatherings. The training covers strategies for effective mentoring, such as listening to mentees and allowing them to bring up their own issues and concerns.
Top 26 benefits of workplace mentoring programMutual Force
Thinking of implementing a workplace mentoring program in your organization? Here are top 26 benefits/ real life examples of workplace mentoring programs which can help you get the buy-in.
Peer mentoring involves an experienced student mentoring and advising a newer student. A peer mentor acts as a knowledgeable guide, thoughtful facilitator, and role model for their mentee. They maintain regular contact and confidentiality. Mentees may face challenges with schoolwork, social pressures, or family issues. Peer mentoring programs provide academic and personal benefits like increased attention, understanding of problems, and improved communication skills for both mentor and mentee.
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
This report was produced to evaluate the EE’s marketing environment, identify and recommend suitable potential strategies by using thoroughly several models to assess and examine the external and internal environment.
The examination of the external environment was carried out with the use of PESTLE, Porter’s 5 forces and an overview of current telecoms segmentation. In order to assess the internal environment, EE’s current performance, value chain and product portfolio were reviewed. The analysis revealed that despite having apparent strengths in 4G technology and market position, EE still has some issues especially with its brand image, perceived value for money proposition and customer satisfaction. Recommendations were made to improve on EE’s customer service as part of a customer retention focus and continuingly increase the 4G customer base as EE’s main growth driver.
Every company is unique, and so are its mentoring needs. Allow professionals with decades of experience, innovative e-mentoring software, and endless compassion and understanding to guide you in making the best choice.
At Management Mentors, we are those professionals. For over 25 years, we’ve been helping organizations implement successful corporate mentoring programs.
Contact us today to discuss your company's corporate mentoring needs. There's no obligation, nothing to lose. We look forward to hearing from you.
The document summarizes the history and growth of SEOmoz, an SEO software company founded in 2001 by Rand Fishkin and his mother Gillian. It details how SEOmoz grew from a small consultancy into a profitable software company with over 10,000 subscribers. The document outlines SEOmoz's plans to raise $20-25 million in funding to expand its product suite, team, and marketing in order to serve a wider audience and become the leading software for organic marketers. The goal is for SEOmoz to become Seattle's next billion dollar company.
This document provides guidance and information for peer mentors at a university. It outlines the code of conduct for mentors and mentees, including expectations around confidentiality, appropriate communication, and inclusive language. It also covers topics like equality and diversity, safeguarding concerns, responsibilities of being a mentor, and feedback from previous years to improve the program. The overall purpose is to prepare new mentors for their role and responsibilities in supporting new students.
This document provides information about career development resources and events at Stevenson University for the spring 2011 semester. It includes:
- An overview of the career services office and its offerings including career counseling, resume assistance, internship search help, and more.
- A "Don't Cancel the Class" program that provides short career workshops that faculty can select from to replace a canceled class session.
- A calendar of upcoming career-related events on campus in February including career fairs, information sessions, and a speaker series.
- Contact information for the career services office and a registration form for the "Don't Cancel the Class" program.
EPSY 5550 Theories of Learning in Education Development andTanaMaeskm
This document outlines the course details and requirements for EPSY 5550: Theories of Learning in Education at the University of North Texas during the Spring 2012 semester. The course will be taught by Dr. Wendy Middlemiss and aims to provide students with an understanding of major learning theories, how learning occurs, and how to structure learning environments. Requirements include Thinking About Learning activities, Interactive Discussion Posts, a midterm exam, final exam, and summary papers. The document also provides the course schedule, grading scale, university policies, and contact information.
The Externship/Job Shadowing Program allows students to observe work environments related to their career goals. It aims to help students research their major/career choice, prepare for internships, build their professional network, and learn more about their industry of choice. Students participating in the program will gain valuable insight into potential careers through limited observation of real world work environments and skills. The program is coordinated by the Office of Career Services at St. Edward's University.
This document discusses supporting diverse learners through pre-enrollment online activities. It introduces different types of pre-entry online support available, identifies engagement activities, and offers an opportunity to discuss appropriate approaches for students. It also covers student expectations, experiences of transitioning to university, and how institutions can better support student engagement and success.
This document discusses befriending and defines it as a relationship between a trained volunteer and an isolated individual that is supported by an agency. It notes that befriending involves elements of friendship but differs in that it is a professional relationship with boundaries. The main focus of befriending is building a good relationship, not giving advice or solving all of a person's problems. Befriending aims to reduce loneliness and improve well-being through social interaction, though it is not intended to be emergency support or a replacement for counseling. Intergenerational befriending projects are discussed as having benefits for both young and old befrienders and befriendees in building understanding across generations.
The document provides details for an orientation session for peer mentors at Utah State University. It includes an agenda with topics such as the roles and responsibilities of peer mentors, effective listening skills, FERPA regulations, a peer mentor code of ethics, planning class sessions and office hours, and details about night activities for new students during orientation week. Peer mentors are also given instructions on tasks like handing out lanterns for the luminary event and building the large "A" formation on the quad. The document aims to prepare the peer mentors for their duties in assisting new students transition to USU.
This document provides guidance for Child Care Advocates (CCAs) on their roles as mentors. As a CCA, their main roles are to create a supportive learning space for peer educators, assist in peer educator sessions, and provide information to peer educators. Some key responsibilities include facilitating sessions, developing life skills, and referring peer educators when needed. The document emphasizes establishing clear boundaries in the role of a CCA to avoid potential issues like interference with personal or family time. It also provides tips on effective facilitation skills like respect, communication, questioning, and listening.
The document provides information about the Mental Health Association of Southwest Florida, including upcoming support group meetings and events. It discusses the organization's 56 years of service in the region and its continued efforts to support the community despite economic challenges, through maintaining a small staff, volunteers, cost-effective programs, and community partnerships. The organization strives to increase mental health awareness through newsletters, emails, media appearances and articles.
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This document provides tips for building a positive school culture and improving English fluency. It recommends using repeated reading to help students read fluently. It also suggests using trivia games in the classroom to motivate students and promote English conversation. Additionally, it advises monitoring English usage throughout the school and working as a team to build strong relationships, teach social skills, clarify rules, and praise positive behavior in order to develop a supportive environment.
Becoming a chevening scholar the do’s and don’ts indonesia mengglobalLaura A. Sierra
The document provides advice ("dos and don'ts") for applying to the prestigious Chevening Scholarship program in the UK. It emphasizes determining passion and clear goals, meeting all deadlines and criteria, having strong references, preparing thoroughly for interviews, and carefully managing both the scholarship and university applications in parallel within the required timeframes. Key recommendations include demonstrating leadership through work accomplishments, explicitly stating why the UK is important for one's career, aiming high in long-term goals, and prioritizing the universities listed in the scholarship application.
Coun 534 morgan sanders sds assessment paperMorganPalser
John Holland developed the Self-Directed Search (SDS) assessment based on his RIASEC theory that categorizes people and careers into six types: realistic, investigative, artistic, social, enterprising, and conventional. The purpose of the SDS is to match a person's interests and talents to career choices and opportunities by having them complete a questionnaire and receiving a customized report on their top categories. The author scored highest in the social, conventional, and enterprising categories, which aligned with their personality as a teacher who enjoys working with others, numbers, and new ideas. Insights gained included better understanding differences from their spouse and how to use strengths outside of teaching, such as welcoming new church members. The assessment could benefit marriage
This document provides information about a Speech Communication course at Northampton Community College. It includes details about the course such as the title, number, times, required materials, and instructor information. The course description explains that students will learn communication theory, develop speech-giving skills, and practice communicating in small groups. The course objectives are to improve students' public speaking, listening, use of persuasive strategies, and understanding of communication concepts. Course policies address attendance, late work, classroom conduct, and the academic honesty policy.
The document provides information and guidance for a Lead Union Rep's role, including understanding how Union Council operates, representing all students, and working towards liberation by identifying and reducing barriers to equal opportunity in education. Key aspects are canvassing peers for opinions, gathering data to support issues at Council meetings, and considering the needs of all student groups when representing cohorts.
The document discusses planning an effective campaign and influencing others. It recommends using the SMART framework to develop ideas that are specific, measurable, achievable, relevant and timely. An example of a SMART idea is provided that targets training student committees. An example of a non-SMART idea involving giving all students a free apple each day is also provided. The document also discusses identifying different levels of support for an idea from active opponents to allies and focusing efforts on engaging supporters. Methods for students to get involved, such as voting online or attending Union Council, are outlined.
The document provides information for a Lead Union Rep on understanding Union Council operations, their representation role, and the role of liberation. Key points include attending 10 monthly Council meetings, understanding the agenda and voting process, and representing all students while working to reduce barriers and promote equal opportunity through a liberation lens.
The document outlines the roles and responsibilities of departmental representatives within the Students' Union democratic system. It explains that representatives are expected to liaise with other student leaders, attend meetings, represent student voices to committees, and identify issues to feed back to the Union. It also describes the new Ideas System and the roles of other representatives like full-time officers, part-time officers, equality champions, and course representatives.
Course rep training 3 Behind the scenessu-training
This document provides information about training for course representatives (reps). It outlines the learning objectives which are to understand expectations of reps and staff committees, describe the National Student Survey and why it's important, and explain the benefits of being a rep. It then discusses student-staff committees, gathering feedback, preparing for and participating in meetings, following up on actions, and the importance of providing positive feedback. It also describes what the National Student Survey is and its purpose, how being a rep benefits students by improving skills, and opportunities for online training, accreditation, and awards for reps.
Course rep training 2 Being an effective repsu-training
The document provides guidance for students acting as course representatives. It covers important skills like communication, assertiveness, questioning techniques, negotiation, conflict resolution, and presentation skills. It emphasizes being approachable, valuing feedback, and closing the feedback loop by reporting outcomes back to peers. It also defines liberation as removing barriers faced by underrepresented groups to ensure equal opportunities, and notes representation through Part-Time Officers and Equality & Liberation Champions.
The document provides an overview and training for course representatives (reps) at a university. It outlines the role of course reps as liaisons between students and university staff who represent student views and work to improve the academic experience. Course reps collect feedback, raise issues at meetings with staff, and signpost students to support services. They work with other student representatives like lead union reps and equality champions. The training teaches course reps about responsibilities, university structures, and highlights successful changes made by reps in the past.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to staff. It also describes the feedback loop process, which involves reps gathering student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes. The training helps reps understand their responsibilities and how to effectively engage with students and staff.
Online course rep training updated dec2017su-training
The document provides information about online training for course representatives (reps) at a university. It outlines the role of course reps in representing student views, gathering feedback, and passing feedback to university staff. It also describes the feedback loop process, which involves reps collecting student opinions, sharing them with staff, getting input from staff, and then updating students on outcomes.
This document provides information and guidance for course representatives (reps) on their role representing students. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to use multiple platforms to engage with students and receive training to strengthen their representation skills.
This document provides information and guidance for course representatives (reps) on their role and responsibilities. It outlines that reps should gather feedback from students, raise issues at Student Staff Committee meetings, and close the feedback loop by informing students of outcomes. Reps are encouraged to utilize various methods to communicate with students and receive training to strengthen their representation skills.
The document discusses bystander intervention for domestic abuse. It defines domestic abuse and honor-based violence, including types like female genital mutilation and forced marriage. There are 4 stages necessary for intervention: notice the event, interpret it as a problem, feel responsible to act, and have the skills to act. Signs of abuse can be subtle, like controlling behavior, or overt physical violence. Victims may feel stigma, shame, or fear bringing further abuse. Leaving an abusive relationship can be very difficult for practical, emotional, and safety reasons. Bystanders should intervene safely if they suspect domestic abuse and never pressure victims on decisions.
Session 2 healthy, positive social normssu-training
This document provides information about bystander intervention and social norms. It discusses how social norms are constructed and influence behavior, using examples like "lad culture". Unacceptable behaviors like harassment and sexual assault are shown to exist on a spectrum, and bystander intervention can help shift the norm towards healthy behaviors. The document advocates consistently reinforcing that harmful behaviors are unacceptable in order to change social perceptions and discourage such actions. Role plays demonstrate intervening when witnessing inappropriate language or attitudes. The goal is to describe how social norms impact society and how positive intervention can change norms and prevent problematic behaviors.
Session 1 introducing the bystander [autosaved]su-training
This document provides an introduction to bystander intervention. It defines what a bystander is and discusses the difference between passive and active bystanders. The document outlines factors that influence whether a bystander intervenes in a problematic situation or not, such as social influence, fear of embarrassment, and diffusion of responsibility. It emphasizes that bystander intervention does not require confrontation and provides examples of small actions one can take. The document notes that domestic violence, sexual coercion and rape are widespread problems among student populations and discusses why bystander intervention training is relevant for students.
How to Setup Warehouse & Location in Odoo 17 InventoryCeline George
In this slide, we'll explore how to set up warehouses and locations in Odoo 17 Inventory. This will help us manage our stock effectively, track inventory levels, and streamline warehouse operations.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
2. This training is for people who were peer mentors with us for
2016-17. If you are not a returning mentor with us please email
peermentoring@le.ac.uk as you are enrolled on the wrong
course!
There have been several changes, both to the overall scheme,
expectations and HEAR accreditation so please make sure you
read all of the information carefully.
Introduction
3. All first years will now be assigned a mentor. This means that your mentoring
group will likely be larger than last time and you will definitely have some
mentees.
The scheme has expanded to include all departments except medicine.
In order to gain accreditation you now need to show us 6 points of contact.
The welcome email is now much shorter.
The subsequent emails now have specific themes to help you with what to
include.
Major Changes- we’re bigger and better!
4. Mentors are:
A friendly point of contact for new students
joining the University.
Give tips about Leicester and campus life.
Provide signposting to support services.
Promote the activities available to all students
in the University and Union.
Give tips about revision and library resources.
5. • There to provide detailed academic support e.g by
reading essays
• Counsellors
• Available 24/7
Mentors are not:
6. The timeline below shows the 6 main points of contact the scheme would
like you to make with your Mentees. They now have clear themes that
we’d like to see in each one.
What is expected of a Mentor for 2017/18?
Aug/Sep: Welcome
Email
Within one week of
matching
Freshers Email-
'What I wish I knew
in the first term'
16th – 22nd Oct
Oct email-
Leicester and
Campus
6-12th Nov
Nov email- Getting
involved
27th Nov- 3rd Dec
Dec email- Top
study and revision
tips
11th- 15th Dec
January email:
Reflection
29th Jan- 2nd Feb
7. To uphold University and Union values at all times.
To complete all necessary training including confidentiality, safeguarding and
equality and diversity.
To ensure you effectively manage your time and commitments with the
scheme and your studies.
To follow the code of conduct (on next slide)
What is expected of a Mentor?
8. 1. Mentor and mentees are not to meet on a 1:1
basis in private, all meetings between mentors
and mentees are to be held in University grounds
or in public spaces.
2. Peer mentors to attend all relevant training
sessions when required to do so.
3. Mentors and mentees are to commit to any
organised meetings, ensuring that they are
punctual.
4. Anything shared between mentor and mentee
must be kept private, unless there is a
safeguarding concern.
5. Mentor and mentees are not to exchange
landline numbers or addresses, the exchange of
mobile telephone numbers is at the discretion of
both mentor and mentee.
6. Communication to be made during reasonable
hours.
7. Peer mentors and mentees must actively
challenge any prejudicial or discriminatory
behaviour towards members of staff, students,
visitors or members of the public. Should any
behaviour require reporting please inform the
peer mentoring team.
8. All mentors and mentees will adhere to the
University and Union’s health and safety policy
as well as the code of practices and policies
which are available through their websites.
The Code of Conduct
9. Some of you will have already come across this. Remember that you shouldn’t worry!
It will not affect accreditation.
Your mentees still appreciate what you’re doing, these are quotes from last year’s
mentees:
“It really helps you to settle in knowing you have the advice and support of someone
who went through the exact same only a year ago.”
“I did not contact my mentor as I had no issues/need to however it was extremely
reassuring knowing that they were there as a resource, especially in my first few
weeks.”
As the scheme will now involve all first years you are likely to have a larger
mentoring group, so there’s a higher chance of getting some mentees that reply
and interact with you.
What if they don’t reply?
10. Equality is ensuring individuals or groups of individuals are treated fairly
and equally and no less favourably, specific to their needs, including
areas of race, gender, disability, religion or belief, sexual orientation
and age.
Diversity aims to recognise, respect and value people’s differences to
contribute and realise their full potential by promoting an inclusive
culture for all staff and students.
What are Equality and Diversity?
11. The Equality Act 2010 legally protects people from discrimination in the workplace and in
wider society.
It replaced previous anti-discrimination laws with a single Act, making the law easier to
understand and strengthening protection in some situations. It sets out the different ways in
which it’s unlawful to treat someone.
What is the difference between direct and indirect discrimination?
Section 13 of the Act defines direct discrimination to be when a person treats one person less
favourably than they would another because of a protected characteristic.
Indirect discrimination occurs when a provision, criterion or practice is neutral on the face of
it, but its impact particularly disadvantages people with a protected characteristic.
Equality Act 2010
13. By making sure you use inclusive language you won’t unintentionally
reinforce dominant norms or stereotypes.
Non-discriminatory language avoids false assumptions about people and
helps to promote respectful relationships. Inclusive language enables
everyone to feel that they are being reflected in what is being said.
Consider how your communications might come across to others.
Inclusive Language
14.
15. Make your communication positive, clear, and specific.
Recognise that each individual sees things from a different point of view.
Be open and honest about your feelings and accept others feelings.
Ask questions for clarification on an issue.
Learn to be an active listener:
allow time for the mentee to talk without interruption.
Avoid being distracted by people or items around you. As well as
at the end summarising the information so they understand you’ve processed everything
they’ve said.
What is effective communication?
16. Your first impression will be from an email, make it count!
Effective written communication keeps it clear and concise. That isn’t to say don’t
let your own personality come across, but make sure everyone would be able to
understand what you are saying.
Our language can differentiate a person and a situation. As a Mentor you need to
bring your own personality whilst still being clear and open to everyone.
Be mindful of the cultures, backgrounds and personality of your Mentees. An
effective communicator will tailor each situation to each person.
Written Communication
17. The peer mentoring scheme is now ‘opt out’ for all first years. Therefore on
all e-mails you need to include a disclaimer at the bottom:
If you would no longer like to receive these e-mails you can opt out here.
If they ask you directly to be removed from the scheme, please also let us
know (peermentoring@le.ac.uk)
Opt Out- Important
18. The following slides are email examples from the 2016-17 scheme. Some of
them are excellent, some could be improved. For each of them, think about
how you would feel as a new student receiving and reading them. We have
added some of our opinions.
Email examples
19. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1
20. (This is only part of an email)
I hope you got along alright in your first semester and that your second is getting
off to a solid start. The best advice I can give is: Stay on top of the reading. And
choose courses without exams for second year.
Example email 1
How might a mentee react
to that? What if they’re
already nervous about the
demands of second year?
21. Hi Mentees,
I know this email is coming very late in the term, but third year is very busy. I
would like to arrange a meeting with you for this week to see how you have
settled into University. Is it possible for all of us to meet in the Student Union
either tomorrow at 10am or Friday at 4pm. Let me know as soon as possible
please.
Hope to hear from you soon,
Example email 2
22. My name is xxxxx and I’ll be your mentor for the next few months. I am currently in my final year studying Physics. I
decided to attend the University of Leicester due to the fact it is very well known for its physics department, and the
campus size is perfect; not too big to get yourself lost and not too small to be bumping into people you know constantly.
In my spare time I enjoy going swimming. Last year I joined the swimming and water polo society, and I recommend you
join a society of your interest. This then gives you an opportunity to make friends outside of your course and continue
your interest. Fresher’s fair will give you the chance to see all the various societies that you can join, the societies vary
from sport to chess.
The Leicester city centre is a lovely place to eat and shop, it isn’t a long walk but there is a bus available to get you to
and from university and the city centre. Also if you have a short break during the day, there a few cafes and shops on
Queens Road which is only a 5 minute walk from university which I highly recommend you visit.
I understand that you will be very nervous starting university away from home and making new friends, but you shouldn’t
worry as everyone is in the same position as you. I will be organising a group meeting with yourself and my other mentees
for next week, but in the meanwhile and throughout the term if you would like any tips or advice, feel free to email me
and I will do my best to help you or send you in the right direction to receive the correct support.
See you soon
Example email 3
23. I hope your first semester has been fab so far! If you’re having any issues or worries at all, then please do message me and I’ll help in any way
I can. Just a few tips for you in these next upcoming months:
If you have any assignments due and you feel worried about them, then do make use of your personal tutor. They are brilliant when you ask for
help so just drop them an email or pop by their office during their office hours (all on the Leicester University website)
Firework night is tomorrow! There are two main events to choose from: Abbey Park hold the biggest display in Leicester and the Leicester
Racecourse (in Oadby) also hold a brilliant display. Admission is around £5-£8 and gates open at 5pm for both. It’s definitely worth it!
MASSIVE TIP: If you have any assignments due after the Christmas period, I advise you to do them beforehand so you can really enjoy the
month off. Get the bulk done then leave the weeks around Christmas to proof-read or focus on exam revision. But do remember you are first
years! So do not stress and have as much fun as possible before the real work begins!
Finally, I am thinking of holding a small meet up with the group next week sometime. This would be a brilliant chance to meet you all and get
to know how your time has been so far. Yet this isn’t compulsory! I’m thinking of doing it on Wednesday at 1pm in the SU to get some bubble
tea/hot drinks.
If you’d like to attend, then please email and let me know if this time suits you or if you’d prefer a different day. If you would not like to meet
or cannot attend this meeting, then please email me and let me know! It’s no issue if you would not like to, it’s just an option if you’d like it!
Once again, if any of you have any questions then just message me! I’m here to help! If I don’t see you at the meet up, then I hope the rest of
your term is brilliant and you have a lovely Christmas break
Example email 4
24. Proof-read your email before you send it. Will you come across as
friendly? Is it inclusive? Would you have found it helpful when you
were in your first term?
Keep clear gaps between paragraphs.
Keep them concise. If it’s more than 5 paragraphs you’re probably
putting in too much detail.
Accept their feelings. Try to be as positive as possible but you can
acknowledge any negative feelings they’re having.
Don’t be patronising. Avoid saying ‘first year is easy’ etc.
Make the subject line interesting. Try and grab their attention so
your email doesn’t just get deleted.
Top tips for communicating via email
25. Be interested- Assume that you have something to learn from every
interaction. Set aside your personal views.
Pay attention – if you are listening, your body language will naturally
reflect this. Be completely present in the conversation.
Clarification – Don’t be afraid to ask more than once if something isn’t
clear. Ask open questions.
Positive Language - If they are feeling down, try to keep things neutral
or positive. Negativity may only prolong the feeling.
A lot of these are from a TED talk, which you can watch here, if
you’re interested.
Verbal Communication
26. Some mentors from last year said they were unsure what to do if their mentee
wanted to change course.
They need to seek permission both from their current department and the one
they want to change to.
They need to fill out a form here.
If they’d like advice form the Union then direct them to the Ed Unit.
There’s also a step by step guide to changing course saved in ‘Resources for
mentors’ on Blackboard.
A note on course changes
27. The basics of safeguarding are here as a reminder.
If you would like a more in-depth look at safeguarding, have a look at
the ‘Safeguarding’ training on Blackboard.
Be aware: you may find some of the content of this part of the
training upsetting. Take a break if you need to, and remember that
you don’t have to read everything in one go.
Reminder of Safeguarding
28. As a mentor, you are in a position of trust and it may be
that one of your mentees will come to you for help.
Bear in mind that you may be the only person they have,
or will, speak to about abuse or harassment. Make sure
you act on anything they tell you.
Why is this important?
29. Nationally:
77% of students have experienced sexual harassment once or more
during their time at university.[1]
Since the age of 16, almost 30% of women and 17% of men in
England and Wales have experienced domestic abuse.[3]
At the University of Leicester (survey conducted in 2016):
31% of students had experienced sexual harassment
19% of students had witnessed sexual assault
Harassment and abuse are a problem:
30. A communicative relationship is based on confidentiality. It is assumed that you will
not repeat or speak about that person without their permission.
However, there are certain exceptions to this:
If both parties agree that they can speak to someone else about an issue or
problem.
If one party believes that there is a risk of harm to them or any other person,
based on something that they have said.
If you are concerned about your mentee’s safety you may be the only person who
knows about the issue, please act to help them.
Confidentiality
31. Physical abuse
Emotional abuse
Sexual abuse
Neglect
Financial abuse
Discriminatory abuse
Self neglect and harm
The main categories of abuse are:
32. People suffering abuse may display some the following behavioural traits:
Furtive, secretive behaviour
Uncharacteristic aggression or withdrawn behaviour
Low self esteem, unhappiness, fear, distress, anxiety
Indiscriminate friendliness
Poor social relationships
Compulsive eating or sudden loss of appetite
Sudden poor co-ordination of physical self and organisation
Difficult staying awake
Repeated absence
Clothing changes i.e. suddenly wearing a lot of long sleeved or full length items even in height of Summer
Significant change in weight.
What to look out for
33. The number of students who took their own lives in England and Wales rose by
50% between 2007 and 2011 – from 75 to 112 – despite the number of students
rising by only 14%[2]. In 2014 there were 130 cases in England and Wales. The
figures are increasing despite a general downward trend amongst the wider
population[4]. .
Main concerns are:
Student debt and repayment
The pressure from social media and cyberbullying
Maintaining grades and meeting deadlines
High expectations for graduation grade and making family “proud”
Employment after University
Suicide
34. Suicide- Risk Indicators
Depression, including excessive feelings
of guilt or shame, self reproach and
anger.
Feelings of worthlessness and very low
self-esteem, particularly if accompanied
by very high ideals or expectations.
Feelings of hopelessness, helplessness
and futility.
Feelings of alienation and isolation;
being a loner.
History of previous suicide attempts.
A detailed suicide plan.
Alcohol and / or other substance abuse.
Comments about killing him/herself or about
the pointlessness of life.
A recent, severe trauma or stressful event
such as a major loss, or the threat of loss.
Significant changes of behaviour, e.g.
becoming withdrawn, when this is not
typical of the individual.
It is not true that 'people who talk about suicide, don't
actually do it'!
Please refer directly to Mental Wellbeing or if it is out of
Uni hours, straight to their GP or walk in centre.
35. In 2010 NUS conducted the first ever UK-wide study of women students’ experience of harassment,
stalking, violence and sexual assault. Called Hidden Marks, it involved distributing a survey to 2058
women in further and higher education in the UK.
They found:
Around 1 in 7 respondents had experienced a serious physical or sexual assault during their
time as a student
12% had been stalked while at university or college
68% had been a victim of one or more kinds of sexual harassment while they were at
university.
Fellow students were the majority of perpetrators.
Furthermore, Hidden Marks revealed that only a small minority of women students who had been
seriously sexually assaulted reported it to their institution (4%) or to the police (10%).
Harassment
36. Men can be harassed too, and are the least likely to report such occurrences, particularly
sexual harassment.
Let’s be the change and ensure ALL harassment is dealt with. #HeForShe
The most common reason overall for not reporting was that students did not feel that what
had happened was serious enough to report.
We take a zero tolerance stance on harassment of any kind. Please report any situation.
Harassment
Harrassment can be reported to the union via:
zerotolerance@le.ac.uk
Safe space drop ins, Thursdays 2-4pm, in the Ed Unit
At the university:
• Personal tutor
• Student welfare service
37.
38. 1. Listen
Listen actively to what your mentee has to say.
Do not ask questions to probe them on what is happening, only to clarify what they have told you.
Ensure that you behave appropriately and professionally.
Do not promise confidentiality before you start the conversation.
2. Support
Be supportive, but bear in mind that you are not responsible for investigating possible cases of abuse.
You are not an expert on safeguarding or in dealing with these situations, nor should you try and act as a
counsellor to your mentee.
Your Responsibilities- Listen, Support, Refer
39. 3. Refer
Your Responsibilities- Listen, Support, Refer
My mentee has asked
where to go for help
Refer them to the
appropriate University or
Union support service.
I’m concerned about
my mentee.
I think my mentee is
in danger
See the Leicstalk
website or poster on
blackboard for details.
Refer them to the
appropriate University or
Union support service.
Contact the peer
mentoring team if you’re
unsure what to do.
Ring 999 if they are in
immediate danger.
Ring 101 or refer them to their
GP if you think they need
mental health support.
peermentoring@le.ac.uk
0116 223 1160
40. There is a poster and timetable on Blackboard under ‘Resources for Mentors’
about the Leicstalk services.
These are University, Union and community services.
Please familiarise yourself with these services so you know where to refer
your mentees to if they have any issues.
#Leicstalk
41. You are not legally responsible for the wellbeing of your
mentee.
You will not get into any ‘trouble’ if you fail to refer a
mentee to the correct place.
The peer mentoring team can advise you in any situation
you’re not sure about.
Some Reassurances
42. Peer Mentoring Info Platforms
@SUPeerMentor Discussion forums on
Blackboard
Updates and tips
will be sent out
each month.
peermentoring.su.le.ac.uk
43. If you have any questions from this training, or any other aspect of peer
mentoring that you’d like to discuss with us, please come and see us at a drop- in
session. There’s no need to book and it is entirely optional. There are 3 to choose
from:
Thur 16th March 10am
Tues 21st March 10am
Thur 23rd March 1pm
All held in the SU training room.
Drop-in Sessions
44. Support available for mentors
I am available in the
SU Hub 10-4, Mon-Fri
0116 223 1160
peermentoring@le.ac.uk
Returning Peer Mentors
(ADX048)
E-guide