Course

Unit 1

Theory and practice I 

Consultation and its required skill set 

Theories of professional consultation, practice consultation sessions

Unit 2

Theory and Practice II

Mediation and its required skill set 

• 9-step approach of professional Mediation
• Practice of conflict management and the mediation process 

Unit 3

Theory and practice III

Inter- and intrapersonal skills, fundamental theories, and empirical research of

• Interpersonal communication (e.g., active listening, empathetic listening, non-violent communication)
• Self-reflection, emotion regulation, mindfulness, time management and coordination skills 

Unit 4

Working with the mentee

Conceptualisation of the Mentoring Process

• Characteristics of Mentoring
• The Mentoring process and its settings
• Mentor and Mentee relationship characteristics (e.g., possibilities and limitations)
• Learning to plan and conceptualise the mentoring 

Unit 5

Special focus

Gender Equality and Women’s Empowerment through Mentoring and Teaching Students get introduced of gender sensitive mentoring and teaching in formal and non-formal education 

Course outcome 

1. Students can start with mentoring in the next semester
2. Students can start with tutoring in the next semester
3. Human resource development 4. Leadership competencies

Text Books / References

References

1. Laverick, D. M. (2016). Mentoring processes in higher education (pp. 1-84). Springer International Publishing.
2. Kumar, P. (Ed.). (2018). Exploring dynamic mentoring models in India. Springer International Publishing. 
3. Brewer, A. M., & Brewer, A. M. (2016). Mentoring from a positive psychology perspective. Springer. 
4. Dashper, K. (2019). Mentoring for gender equality: Supporting female leaders in the hospitality industry. International Journal of Hospitality Management, 102397. 
5. Deshmane, S. B. (2014). Discrimination in the University in India: Special Reference to the Bangalore University Women Employees in Karnataka. In Career Moves (pp. 35-46). Brill Sense. 
6. Garcia-Perez, G. M., & Rojas-Primus, C. (Eds.). (2016). Promoting intercultural communication competencies in higher education. IGI Global. 5. Garvey, R., Garvey, B., Stokes, P., & Megginson, D. (2017). Coaching and mentoring: Theory and practice. Sage. 
7. Hegstad, C. D. (2010). Career Mentoring. Handbook of Improving Performance in the Workplace: Volumes 1-3, 536–554.
8. Melissa L. Aikens, Melissa M. Robertson, Sona Sadselia, Keiana Watkins, Mara Evans, Christopher R. Runyon, Lillian T. Eby, and Erin L. Dolan (2017). Race and Gender Differences in Undergraduate Research Mentoring Structures and Research Outcomes. CBE—Life Sciences Education, 16(2), ar34. 
9. Moliner, L., & Alegre, F. (2020). Effects of peer tutoring on middle school students’ mathematics self-concepts. PloS one, 15(4), e0231410. 76 
10. Phillips-Jones, L. (2003) The Mentee’s Guide: How to Have a Successful Relationship with a Mentor. CCC/The Mentoring Group, 13560 Mesa Drive, Grass Valley, CA 95949, 530.268.1146.
11. Phillips-Jones, L. (2003) The Mentor’s Guide: How to Be the Kind of Mentor You Once Had—Or wish you’d had. CCC/The Mentoring Group, 13560 Mesa Drive, Grass Valley, CA 95949, and 530.268.1146. 
12. Starr, J. (2014). The mentoring manual: Your step-by-step guide to being a better mentor. Pearson UK. 
13. American College Health Association National College Health Assessment Spring 2006 
14. Group Data Report (Abridged): The American College Health Association. (2007). Journal of American College Health, 55(4), 195–206. 
15. Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136. 
16. Wilson, G., & Gillies, R. M. (2005). Stress associated with the transition from high school to university: The effect of social support and self-efficacy. Journal of Psychologists and Counsellors in Schools, 15(1), 77-92.

The Peer-to-Peer Mentor programme at Amrita Vishwa Vidyapeetham is designed to foster not only subject-specific expertise but also 21st-century competencies and essential life skills among students. Spanning two semesters, this integrated initiative comprises a two-course sequence. In the fifth semester, participants receive foundational training in mentoring that blends theoretical knowledge with practical application. The focus is on developing core abilities such as consultation, intercultural communication, mediation, and an understanding of mentor-mentee dynamics, alongside leadership skills oriented towards career growth.

The sixth semester shifts the emphasis to practical experience, in which students independently design and conduct tutorials and mentoring sessions within the university. Through this hands-on approach, postgraduate students are prepared to serve as professional mentors, supporting first-year students as they adapt to university life. Recognising the difficulties students may face when transitioning to a new academic environment, the programme equips mentors to provide guidance, information, and support that help mentees become well-oriented, confident, and successful within the academic system and beyond. In essence, the mentor programme plays a vital role in easing the transition into higher education and fostering a supportive campus community. 

Prerequisite: Interest in mentoring 

Applied pedagogical methods: scaffolding, peer-to-peer teaching, participatory learning, situated learning, transfer 

Cognitive level due to Bloom: all levels

Course Objectives 

CO1: Understand and apply (novice level) mentoring skills such as consultation, mediation, interpersonal communication, and intercultural skills

CO2: Acquiring tutoring skills, such as planning and designing tutorial-based learning and teaching sciences, public speaking and presentation skills 

Skills: 

To develop skills in mentoring and tutoring. 

Acquire skills in practising mentoring 

CO-PO Mapping