Course

Unit 1

Mentoring Theory

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

Unit 2

Planning and Conceptualising 

Transfers and applies knowledge of the 5th semester plan and conceptualises sessions with the mentee. Concept is under a peer review process 

Unit 3

Transfer and Application 

Autonomous mentoring sessions (max 1 hour) 

Once a week with first-year students (max three undergraduates per session) 

Unit 4

Supervision of Mentoring Sessions 

 Supportive system of Trained Mentors: 

• Professional Supervision
• Peer-to-Peer Supervision 

Unit 5

Reflection of the Mentoring Experience 

Students reflect on their experience

• Peer-to-peer feedback
• Case elaborations
• Self-reflection and improvement

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. 

References

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.

The mentor program trains postgraduate students to become professional mentors. The transition from school and home to the University and its campus is for most students a challenge. The new structure is often overwhelming and can cause stress (Wilson & Gillies 2005). The program trains mentors who provide professional support to the first-year students (mentee) by offering information, advice and assistance to organize their start, become orientated, successful and empowered in the system of academia. 

In semester 6 of the integrated program, students transfer and apply their acquired knowledge and basic skills of the previous semester. In semester 6 of the program students plan, conceptualize, coordinate and conduct autonomously mentoring sessions, which includes consultation, intercultural and mediation skills as well career orientated leadership and civic responsibility. The mentoring sessions get monitored and are under supervision by professional faculty members. 

Prerequisite: Pass in Mentor Program I, Interest in mentoring 

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

Cognitive level due to Bloom: all levels

Course Objective 

1. Students can conduct mentoring sessions with first-year students.
2. Students can conduct tutorials with undergraduate students.
3. Understand Human resource development, improve Leadership competencies and develop Civic responsibility 

Course Outcome 

CO1: To apply mentoring skills such as consultation, mediation, interpersonal communication, and intercultural skills

CO2: To apply 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 practicing mentoring 

CO-PO Mapping