Mentoring in Postsecondary Education

1. Mentoring in Postsecondary Education I’ll be your Mentor A black figure sitting on a brown block Institutions of Higher Education are becoming increasingly diverse, including more students with disabilities attending postsecondary education. This increase in diversity may (or seems to) require new teaching pedagogy and instructional strategies.  Students with Disabilities as Diverse Learners (SDDL) is a federally funded project administered by the Center on Disability Studies at the University of Hawai‘i. SDDL staff provide Professional Development Trainings to college faculty for teaching students with disabilities and other diverse learners, with the goal of improving student retention and matriculation rates. As part of this effort, we have developed PowerPoint presentations, best viewed in SlideShow mode.  We hope this PPT enhances your teaching and learning experience for all students. Two hands holding the Earth.

2. Instructions • The menu bar above will take you directly to other sections • Please use the “Back, Return, Home, and Forward” buttons at the bottom left corner or the keyboard arrows to navigate throughout this module • Please be aware that some animations may take a few seconds to self-activate. Two black figures shaking hands

3. Resources Mentoring Exercises Components Overview Model A figure holding a banner that says “Mentoring”

4. Goals • To discuss mentoring history and general concepts. • To provide information about mentoring in general in postsecondary education. • To provide information about mentoring related to individuals with disabilities in postsecondary education. • To offer suggestions for using mentoring related to individuals with disabilities in postsecondary education. • To share exercises to be used to facilitate mentoring in postsecondary education. An archer shooting an arrow

5. Objectives • To understand fundamental mentoring concepts. • To understand why mentoring is important for students with disabilities in postsecondary education. • To learn why faculty may benefit from being mentored by students with disabilities. A baseball player catching a ball

6. Evaluation You can evaluate this module by clicking on the following link Click Here A figure holding a sheet Three black figures holding numbers

7. Menu Click on the appropriate box to go to that section Components Eight colorful folders linked to different sections

8. The History of Mentoring • Mentoring, both conceptually and in practice, is ancient. • Greek author Homer described Odysseus leaving for battle and requesting his friend Mentor to guide and protect his son in his absence. • Since the 20th Century when organizations such as the Big Brothers, Big Sisters and 12-step programs were popularized, mentors models have proliferated. Ancient mentoring A black figure mentoring a Romanian person

9. What is Mentoring? Mentoring is a dynamic, reciprocal, long-term formal, or informal, relationship that focuses on personal and/or professional development. A mentor is a sounding board and guide. Mentors provide perspective, resources, and ask thought-provoking questions. In the ideal mentoring relationship, mentors and mentees or protégés learn and teach each other. Two black figures shaking hands Brown, S. E.,Takahashi, K., and Roberts, K. D. (2010). Mentoring individuals with disabilities in postsecondary education: A review of the literature,” Journal of Postsecondary Education and Disability, 23(2), 98-111.

10. Why Mentoring is Important Connecting Thriving Learning Leading Working A black figure with a question mark over his head Hare, R. (2008). Plotting the course for Success: An Individualized Mentoring Plan for youth with disabilities. Washington, D.C: National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership.

11. The Importance of Mentoring in Postsecondary Education • Helps to develop relationships with professors • Assist in the alliance with peers • Helps to develop a support system A graduate receiving a diploma from the dean

12. Why is Mentoring Important for Faculty and Students with Disabilities? All are a hole in one!!! Click on the black holes to see the benefits. (Left to right) Promotes inclusion Retention of students Friendships Promotes accessibility Creates inclusive environments Matriculation for students with disabilities Increases the knowledge, skills and awareness of faculty members related to disability issues Students with disabilities are both mentees mentors Transfer skill sets to other areas A black figure juggling red balls

13. Benefits Continued... A black figure holding an umbrella to protect himself and his puppy • Common Reported Benefits of Mentees: • Better attitudes towards school and future • Decreased likelihood of initiating drug and alcohol use (dual diagnosis) • Great feelings of academic competence • Improved academic performance • More positive relationships with friends and family • (Campbell-Whatley, 2001) • Benefits of Mentoring students with disabilities: • Increased self-esteem • Feelings of accomplishment • Insight into childhood and adolescence • Personal gain, such as increased patience, a sense of effectiveness, and acquiring new skills or knowledge • (Rhodes et al, 2000) Campbell-Whatley, G. (2001). Mentoring students with mild disabilities: The “nuts and bolts” of program development. Intervention in School and Clinic, (36) 211-216. Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents" academic adjustment. Child Development, 71, 1662-1671.

14. Why Mentoring is Important for Faculty and Students with Disabilities (Cont’d) Mentoring can be an essential component of higher education. Many students, including students with disabilities, need mentors. For students with disabilities, mentors may be other students with disabilities who serve as role models, showing it's possible to: 1) Be successful in a potentially difficult environment; 2) Learn skills to leading to success in the postsecondary environment. A black figure holding the disability logo

15. Why Mentoring is Important for Faculty and Students with Disabilities (Cont’d) A black figure holding the disability logo Students provide insight into the disability experience within and outside of postsecondary education--Students with disabilities are often the experts in their own disabilities and how it affects them so they can become mentors to faculty who often know much less about disability.

16. One-to-one mentoring Types of Mentoring Phone Electronic One-to-one mentoring Email Group mentoring Different Types Face-to-face Peer Community-based mentoring Group mentoring Mentoring A piece of art showing two persons trying to hold each other’s hands A black figure lecturing in front of five other black figures

17. Resources Mentoring Exercises Components Model Overview A figure holding a banner that says “Mentoring”

18. Mentoring Model . A black figure holding a magnifying glass Brown, S. E.,Takahashi, K., and Roberts, K. D. (2010). Mentoring individuals with disabilities in postsecondary education: A review of the literature,” Journal of Postsecondary Education and Disability, 23(2), 98-111.

19. How the Model Applies Mentor Mentee A black figure holding a mentor sign A black figure sitting on a blue box with a question mark over his head

20. What Do We Know About Mentoring in Postsecondary Education? Faculty mentoring may be a valuable resource to students through: • Dynamic, reciprocal and/or professional development • A sounding board and guide • Mentors provide a perspective, resources, while asking thought provoking questions • Mentors/mentees learn from one another A black figure holding a book

21. What Have We Learned About Faculty-Student Mentoring? • Students with disabilities are both mentees of faculty in areas of the faculty’s expertise and mentors to faculty in areas about disability. • Sharing perspectives, communicating and interacting are the essence of the mentoring relationship. 48 A black figure teaching two students, one of them is a student using a wheelchair

22. Common Student/Faculty Mentoring Activities When the picture appears, click for more details Attending student’s graduation, meeting family and friends. Assisting with questions about University policies and campus resources/services Meeting to discuss academics, major selection, career goals, graduate schools, and personal matters. A gradate using a wheelchair A boss talking to one of the employees A university building Attending professional meetings with student mentees and holding discussion groups. Participating in student life and development, student leadership and special events. Activities A group of people talking A blind woman walking with her assistive dog Reviewing resumes, scholarship applications and preparing for internship interviews. Preparing and presenting at conferences. On campus lunches or coffee breaks. People in a presentation Two persons reviewing a paper (Partners for Success, California State University @ Long Beach) http://www.csulb.edu/divisions/students/partners/mentors/activities.html A hand holding a cup of coffee

23. Mentoring Supports Best Practices Framework • Helps both faculty & students work together better • Reduces barriers in both academic & extra-curricular activities • Proactively meets the needs of diverse learners A black figure sitting on a brown block A teacher helping students to read Three Cheerleaders A student using a wheelchair talking to a blind student

24. Accommodations to Consider When Mentoring Students With Disabilities • A mentor should always locate an accessible place in which to meet • A mentee with a health condition may tire easily and need a flexible schedule, i.e., accommodate by planning a morning meeting rather than afternoon because the mentee tires later in the day • A specific time to eat and a special menu because they for example have diabetes

25. Accommodations to Consider When Mentoring Students With Disabilities (Cont’d) • A mentee with a physical disability may have challenges with transportation and, as a result, be late for mentoring meetings • The mentee who is deaf or hard of hearing will likely need an interpreter or assistive technology at mentor meetings • A mentee with a hidden disability such as a learning disability. ADD or ADHD may appear overwhelmed and confused at times. Be patient!

26. Recommendations for a Successful Mentoring Relationship • Be open to working with students with disabilities. • Keep in mind that good mentor/mentee relationships do not happen overnight. • Open communication is important. • Mentor/mentees need to develop the best way to work together. • Seek opportunities to maintain contact. • Both mentee and mentor discuss expectations, so they are in agreement about what to expect from the mentoring relationship. A black figure playing chess

27. Resources Mentoring Components Exercises Overview Model A figure holding a banner that says “Mentoring”

28. Components of a Successful Mentoring Relationship Reciprocity Technology • Mentor and mentee both learn from the experience. • Using computer and networking technologies for electronic, or e-mentoring. Informality Socializing Longevity • Mentors/mentees develop a casual, or informal, relationship, even if it begins as a formal mentoring relationship A black figure sitting on a brown block • Drinking coffee, socializing, spending time together in non-academic ways. • Mentors and mentees are together for longer than a year. Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from http://www.ist.hawaii.edu/products/

29. Components of a Successful Mentoring Relationship (Cont’d) Collaboration Communication Commitment Transferable • Cooperation, such as exploring scholarly research writing, and presentations together. • Face-to-face meetings, emails, and phone conferences. • Mentors and mentees make a long-term commitment (generally at least a year). • Faculty and student mentoring relationship evolve over time. Relationships may continue after a student graduates. Mentoring relationships are fluid and can take a different shape overtime. A black figure sitting on a brown block Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from http://www.ist.hawaii.edu/products/

30. Resources Mentoring Components Exercises Overview Model A figure holding a banner that says “Mentoring”

31. Exercises • Exercise #1: Mentors in your Life • (can be conducted with a group or individually) • Have you had mentors? • If so, think about some of your mentors • What did you like best about the mentoring relationship? • Was there something about the mentoring relationship you didn’t like? • What, if anything, would you have changed? • If you haven’t had mentors, what would you like from a mentor? • Think of one experience or story from one mentoring relationship you’d be willing to share with the group to describe something you really liked about your mentoring relationship. A black figure standing with a light bulb over his head.

32. Exercises Exercise #2: Forced Choices (this is a group exercise) Instruction: Ask everyone if they are comfortable standing or going to a part of the room where there is some space. Tell participants you are going to ask a series of questions and they will be given a couple of seconds to make a decision and go to one side of the room or the other. There is no middle-ground and no questions. Purpose of this exercise: To react to the choices- forced choices- rather than give participants time to think them through. They can be modified to your own situations. A black figure standing with a light bulb over his head. 32

33. Exercises Exercise #2: Forced Choices (this is a group exercise) After the exercise: Discuss what happened in the context of individuals with disabilities. Many times, people with disabilities are forced to make choices, or have choices forced on them, that are not ideal. This may also apply to mentees with disabilities, hence the purpose of the exercise is for mentors to understand that what is going on in the life of a student with a disability may be more impactful than what is happening in the classroom or in his or her studies. A black figure standing with a light bulb over his head. 33

34. Exercises • Exercise #2: Forced Choices (Continued) • Would you rather: • Have AIDS or Alzheimer's? • Have autism or mental illness? • Be rich and poor health or poor and healthy? • Be at home with parents or in a group home with supervision? • Read print or listen to a book? • Go to a movie theater or watch a DVD? A black figure standing

35. Exercises • Exercise #2: Forced Choices (Continued) • Would you rather: • Be a mentor or a mentee? • Talk on the phone or email? • Spend time on a social networking site or go to the beach? • Teach lecture classes or seminars? • Be in a formal or informal mentoring relationship? • Get together with a student in your office or at a coffee shop? A black figure standing

36. Exercises • Exercise #3: Mentoring Relationships • (can be conducted with a group or individually) • Describe a mentoring relationship (as mentee and/or mentor) that you have had in the postsecondary environment where diversity was a key component of the relationship. • Were you the mentor, mentee or both? • Was this a formal or informal relationship and how did it start (i.e. were you participating in a mentoring program or did the relationship just evolve)? • Did the issue of diversity and/or disability enter into the relationship? A black figure standing with a light bulb over his head.

37. Exercises • Exercise #3: Mentoring Relationships (Continued) • 4. What did you learn from the relationship? • 5. What did you bring to the relationship? • 6. What were the challenges and successes of maintaining the mentoring relationship? • 7. How did you maintain the relationship over time? • 8. What did this mentoring relationship mean to you in the long term? • 9. How did your mentoring relationship evolve over time i.e., (instructor, advisor, supervisor, mentor, friend). A black figure standing

38. Evaluation You can evaluate this module by clicking on the following link Click Here A figure holding a sheet Three figures holding numbers

39. Resources Mentoring Exercises Components Overview Model A figure holding a banner that says “Mentoring”

40. Resources • American Association of People with Disabilities (AAPD): http://www.aapd.com/ • Association of Higher Education and Disability (AHEAD): http://ahead.org/ • DO-IT (Disabilities, Opportunities, Internetworking, and Technology): http://www.washington.edu/doit/ • STRIDE (Successful Transitions in Diverse Environments) Hawai‘i: http://www.hawaii.edu/stride/ A black figure reading a book in a library

41. References Brown, S. E.,Takahashi, K., and Roberts, K. D. (2010). Mentoring individuals with disabilities in postsecondary education: A review of the literature,” Journal of Postsecondary Education and Disability, 23(2), 98-111. Campbell-Whatley, G. (2001). Mentoring students with mild disabilities: The “nuts and bolts” of program development. Intervention in School and Clinic, (36) 211-216. Foster Heckman, E., Brown, S. E., & Roberts, K. D. (Fall 2007). Mentoring Partnership Project: Exploring mentoring practices for students with disabilities in postsecondary education. HEATH Resource Center Newsletter. George Washington University, Washington, D.C. Retrieved from http://www.ist.hawaii.edu/products/ A black figure carrying a stack of books

42. References Hare, R. (2008). Plotting the course for Success: An Individualized Mentoring Plan for youth with disabilities. Washington, D.C: National Consortium on Leadership and Disability for Youth, Institute for Educational Leadership. Rhodes, J. E., Grossman, J. B., & Resch, N. L. (2000). Agents of change: Pathways through which mentoring relationships influence adolescents" academic adjustment. Child Development, 71, 1662-1671. A black figure carrying a stack of books

43. For More Information, Contact: Project Coordinators Steven E. Brown, Ph.D. sebrown@hawaii.edu Megan Conway, Ph.D. mconway@hawaii.edu Project Coordinators Teaching all Students, Reaching all Learners Website address: www.ist.hawaii.edu A picture of Dr. Steven Brown A picture of Dr. Megan Conway END A black figure walking on a red carpet