Course

Unit 1

Consultation and its required skill set

Theories of professional consultation ,practice consultation sessions , empathetic and active

Listening. Role-play consultation session in pairs, followed by self and peer review

Unit 2

Mediation and Conflict Management

Mediation principles and 9-step approach, conflict resolution strategies, emotional de-escalation. Simulate mediation scenarios using group-based conflict case studies and AI scenario generator.

Unit 3

Interpersonal and Intrapersonal Communication

Inter- and intrapersonal skills, Non-violent communication, feedback, emotion regulation, mindfulness practice, peer-feedback and journaling

Unit 4

Mentor-Mentee Relationship and Conceptualization

Conceptualization of the Mentoring process, Dynamics of mentor-mentee roles, trust building, ethical boundaries

Unit 5

Gender-Sensitive Mentoring

Gender inclusivity in education, strategies for empowerment, bias awareness. Inclusive mentoring practice using case vignettes; Critique of AI responses to gendered prompts.

Text Books / References

Textbooks

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.

Suggested Readings

1. Brewer, A. M., & Brewer, A. M. (2016). Mentoring from a positive psychology  perspective.
2. Dashper, K. (2019). Mentoring for gender equality: Supporting female leaders in the  hospitality industry. International Journal of Hospitality Management, 102397.  
3. 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).
4. 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.  
6. Hegstad, C. D. (2010). Career Mentoring. Handbook of Improving Performance in the  Workplace: Volumes 1-3, 536–554.  
7. 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),  
8. Moliner, L., & Alegre, F. (2020). Effects of peer tutoring on middle school students’  mathematics self-concepts. PloS one, 15(4),  76  
9. 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.  
10. Phillips-Jones, L. (2003) The Mentor’s Guide: How to Be the Kind of Mentor You Once  
    1. Had—Or Wish You’d Had. CCC/The Mentoring Group, 13560 Mesa Drive, Grass  
    2. Valley, CA 95949, 268.1146.  
11. Starr, J. (2014). The mentoring manual: Your step by step guide to being a better mentor.  Pearson UK. 
12. American College Health Association National College Health Assessment Spring 2006  Reference Group Data Report (Abridged): The American College Health Association.  (2007).

The Peer-to-Peer Mentor program is part of Amrita Vishwa Vidyapeetham’s broader agenda to strengthen – besides subject-specific knowledge – as well as 21st-century and life skills.

This foundational course prepares postgraduate students to serve as peer mentors, supporting the academic, emotional, and social transition of first-year students at Amrita Vishwa Vidyapeetham. Through a structured approach blending theory and practice, students will acquire essential mentoring competencies, including consultation, conflict mediation, intercultural communication, and gender-sensitive leadership

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

Course Objectives:

• CO1: Understand and apply foundational mentoring skills including consultation, mediation, interpersonal and intercultural communication.
• CO2: Acquire tutoring and facilitation skills, including planning, public speaking, and presentation techniques.
• CO3: Develop emotional intelligence through self-reflection, mindfulness, and empathy-based mentoring practices.
• CO4: Demonstrate leadership and ethical mentoring strategies, particularly in gender-sensitive and inclusive contexts.

Course Outcomes:

• CO1: Demonstrate the ability to conduct basic consultation and mediation using empathetic listening and conflict-resolution strategies.
• CO2: Apply tutoring, facilitation, and presentation skills in real or simulated mentoring contexts.
• CO3: Practice emotional intelligence through reflective journaling, mindfulness routines, and constructive feedback exchanges.
• CO4: Implement ethical, gender-sensitive, and inclusive mentoring practices in interactions with mentees.

CO-PO Mapping