Course

Unit 1

Mentoring Theory Refresher

Consultation, mediation, Interpersonal Communication- active listening, empathy, non-violent communication, mindfulness Activity: Role-play and simulation of mentor-mentee conversations; journaling reflection on listening and presence

Unit 2

Planning and Conceptualizing Mentoring Sessions

Application of prior learning to structure mentoring programs Activity: Create detailed mentorship session plans; peer review and feedback

• Duration: 3 hours

Unit 3

Transfer and Application (Autonomous Sessions)

Weekly mentoring sessions with 3 mentees Activity: Conduct and log mentoring sessions; use faculty-supervised feedback to refine technique

Unit 4

Supervision and Professional

Continuous mentoring supervision and reflection

Activity: Bi-weekly check-ins with professional supervisors; group case study presentations

Unit 5

Reflection of the Mentoring Experience

Students reflect on their experience  

Peer-to-peer feedback, , case elaborations, (self-)reflection and improvement

Unit 6

Reflection and Improvement

Peer-to-peer feedback, reflective practices, mentoring experience analysis

Activity: Create a reflective portfolio including session summaries, feedback received, and growth reflections

Text Books / References

Textbooks

1. Gordon, S. (2020). Standards for instructional supervision: Enhancing teaching and  learning. Routledge.
2. Laverick, D. M. (2016). Mentoring processes in higher education (pp. 1-84). Springer  International Publishing.

Suggested Readings

1. Brewer, A. M., & Brewer, A. M. (2016). Mentoring from a positive psychology  perspective. Springer.  
2. 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.  
3. Dashper, K. (2019). Mentoring for gender equality: Supporting female leaders in the  hospitality industry. International Journal of Hospitality Management, 102397.
4. Garvey, R., Garvey, B., Stokes, P., & Megginson, D. (2017). Coaching and mentoring:   Theory and practice. Sage.  
5. Garcia-Perez, G. M., & Rojas-Primus, C. (Eds.). (2016). Promoting intercultural  communication competencies in higher education. IGI Global.
6. Kumar, P. (Ed.). (2018). Exploring dynamic mentoring models in India. Springer   International Publishing.  
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), ar34.
8. 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.  
9. 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.  
10. Starr, J. (2014). The mentoring manual: Your step by step guide to being a better mentor. Pearson UK
11. Vongalis-Macrow, A. (Ed.). (2014). Career moves: mentoring for women advancing their  career and leadership in academia. Springer Science & Business Media. 
12. American College Health Association National College Health Assessment Spring 2006  Reference Group Data Report (Abridged): The American College Health Association.   (2007). Journal of American College Health, 55(4), 195–206. 
13. Moliner, L., & Alegre, F. (2020). Effects of peer tutoring on middle school students’  mathematics self-concepts. PloS one, 15(4), e0231410.
14. Stigmar, M. (2016). Peer-to-peer teaching in higher education: A critical literature  review. Mentoring & Tutoring: partnership in learning, 24(2), 124-136.
15. 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.

This advanced segment of the Mentor Programme provides students with the opportunity to transfer, apply, and deepen the mentoring knowledge acquired in the previous semester. Students will autonomously design and conduct mentoring sessions, integrating skills in consultation, intercultural communication, mediation, leadership, and civic responsibility. The course emphasizes professional supervision, peer feedback, and reflective improvement. Pre requisite: Pass in Mentor Program I, Interest in mentorApplied pedagogical methods: scaffolding, peer-to-peer teaching, participatory learning, situated learning, transfer

Assessment Methods:

• Mentoring Session Portfolio (30%)
• Peer and Supervisor Feedback (20%)
• Session Planning and Reflection Reports (20%)
• Case Study Presentation (15%)
• Final Reflective Journal (15%)

Course Objectives

1. 1. Enable students to independently plan, coordinate, and conduct mentoring sessions using applied mentoring skills.
2. Enhance students’ capacity for self-reflection, ethical practice, supervision utilization, and continuous improvement in mentoring contexts.

Course Outcomes

1. Apply mentoring skills—including consultation, mediation, interpersonal communication, and intercultural sensitivity—in real mentoring sessions.
2. Engage in reflective practice through supervision, peer feedback, and self-evaluation to improve mentoring effectiveness.

Skills:

• To develop skills in mentoring and tutoring.
• Acquire skills in practicing mentoring

CO-PO Mappings