Page 97 - International Journal of Process Educaiton (Special Issue)

Table 1

On My Own (This is the work that students do before class.)

Discovery Exercise: Analyze the impact that people other than parents have had on the student’s growth and
development (use a Mentoring Gifts Worksheet)

Exploration Questions: about the characteristics of mentors, their roles, and motivation
Readings:

 Overview of Mentoring (excerpted from the Faculty Guidebook module)
 More on Mentoring
 Key Concepts
 Mentoring Methodology
 Performance Levels for Mentoring

In My Class (This in-class learning is active and collaborative.)

Students do the following:

 Share stories of mentors they’ve had from On My Own

 Perform an analysis of a Mentoring Case Study

 Answer Critical Thinking Questions about the steps in the mentoring process, the role of self-assessment in
the mentoring process, how to make sure that commitment is shared between mentor and mentee, etc.

My Learning & Growth (After class students practice and apply what they’ve learned.)

Preparation

1. Assess a transformational (powerfully positive) mentoring relationship in which the mentee was either yourself
or someone you know and with whom you can speak about the mentoring experience. Use the Mentoring
Scoring and Assessment worksheet to record and assess that experience.

2. Assess a mentoring relationship that was not effective in which the mentee was either yourself or someone
you know and with whom you can speak about the mentoring experience. Use the Mentoring Scoring and
Assessment worksheet to record and assess that experience.

Challenge: Establish two powerful mentoring relationships for the next three to six months using the Mentoring
Agreement and Mentoring Planning worksheet.

My Life Vision: Prompt to write about friends who have had a positive mentor-type influence on the student.

 Personal Development Methodology (Leise, 2007c) development handbook, which also includes a number
of activities to help faculty appreciate and become
Mentoring and its relationship with assessment: comfortable in the role of mentor. These activities include:
 Assessing Assessments (Anderson & Watson, 2007)
 What Makes Mentoring Relationships Special?
Mentoring as coaching:
 Peer Coaching (Cordon, 2007)  Speed Mentoring
 Life Coaching: The Heart of Advising (Harms, 2007b)
 Boundaries of a Mentoring Relationship

 Personal Development and Mentoring

Mentoring and constructive intervention:  Mentor Self-Assessment
 Tough Love
 Accelerator Model (Morgan & Apple, 2007)  Constructive Intervention
 Mentoring with a Vision
 Constructive Intervention (Leise & Smith, 2007)  Celebrating Success
 Structured Reflection: Ready to Mentor
 Constructive Intervention Techniques (Smith &
Leise, 2007)

The current Mentoring Institute Handbook (Apple, 2009)
integrated all of these resources into a single professional

International Journal of Process Education (February 2016, Volume 8 Issue 1) 95