Mentoring

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Mentoring

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Instruction

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Mentoring

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Goals

• To discuss mentoring history and general
  concepts.
• To provide information about mentoring in general
  in postsecondary education.
• To provide information about mentoring related to
  individuals with disabilities in postsecondary
  education.
• To offer suggestions for using mentoring related
  to individuals with disabilities in postsecondary
  education.
• To share exercises to be used to facilitate
  mentoring in postsecondary education.

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Objectives

• To understand fundamental mentoring concepts.
• To understand why mentoring is important for
  students with disabilities in postsecondary
  education.
• To learn why faculty may benefit from being
  mentored by students with disabilities.

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Evaluation

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Components


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sections
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The History of Mentoring

• Mentoring, both conceptually and in practice, is
  ancient.
• Greek author Homer described Odysseus leaving for
  battle and requesting his friend Mentor to guide
  and protect his son in his absence.
• Since the 20th Century when organizations such as
  the Big Brothers, Big Sisters and 12-step
  programs were popularized, mentors models have
  proliferated.

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What is Mentoring?

• Mentoring is a dynamic, reciprocal, long-term
  formal, or informal, relationship that focuses on
  personal and/or professional development. A
  mentor is a sounding board and guide. Mentors
  provide perspective, resources, and ask
  thought-provoking questions. In the ideal
  mentoring relationship, mentors and mentees or
  protégés learn and teach each other.

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Brown, S. E., Takahashi, K., and Roberts, K. D.
(2010). Mentoring individuals with disabilities
in postsecondary education A review of the
literature, Journal of Postsecondary Education
and Disability, 23(2), 98-111.
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Why Mentoring is Important

A black figure with a question mark over his head
Hare, R. (2008). Plotting the course for
Success An Individualized Mentoring Plan for
youth with disabilities. Washington, D.C
National Consortium on Leadership and Disability
for Youth, Institute for Educational Leadership.
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The Importance of Mentoring in Postsecondary
Education

• Helps to develop relationships with professors
• Assist in the alliance with peers
• Helps to develop a support system

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Why is mentoring Important for Faculty and
Students with Disabilities?
All are a hole in one!!! Click on the black holes
to see the benefits. (Left to right)
Promotes inclusion
Retention of students
Friendships
Promotes accessibility
Creates inclusive environments
Matriculation for students with disabilities
Increases the knowledge, skills and awareness of
faculty members related to disability issues
Students with disabilities are both mentees
mentors
Transfer skill sets to other areas

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Benefits Continued...
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himself and his puppy

• Common Reported Benefits of Mentees
• Better attitudes towards school and future
• Decreased likelihood of initiating drug and
  alcohol use (dual diagnosis)
• Great feelings of academic competence
• Improved academic performance
• More positive relationships with friends and
  family
• (Campbell-Whatley, 2001)

• Benefits of Mentoring students with disabilities
• Increased self-esteem
• Feelings of accomplishment
• Insight into childhood and adolescence
• Personal gain, such as increased patience, a
  sense of effectiveness, and acquiring new skills
  or knowledge
• (Rhodes et al, 2000)

Campbell-Whatley, G. (2001). Mentoring students
with mild disabilities The nuts and bolts of
program development. Intervention in School and
Clinic, (36) 211-216.
Rhodes, J. E., Grossman, J. B., Resch, N. L.
(2000). Agents of change Pathways through which
mentoring relationships influence adolescents"
academic adjustment. Child Development, 71,
1662-1671.
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Why Mentoring is Important for Faculty and
Students with Disabilities (Contd)
Mentoring can be an essential component of
higher education --Many students, especially
students with disabilities, need mentors, who may
also be role models with disabilities themselves,
to 1) Believe that they too can be successful
in a potentially difficult environment
2) Learn skills to succeed in the
postsecondary environment.

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Why Mentoring is Important for Faculty and
Students with Disabilities (Contd)

• Students provide insight into the disability
  experience within and outside of postsecondary
  education--Students with disabilities are often
  the experts in their own disabilities and how it
  affects them so they can become mentors to
  faculty who often know much less about disability.

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Types of Mentoring
One-to-one mentoring
Group mentoring

Mentoring
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each others hands
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black figures
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Mentoring

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Mentoring Model

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Brown, S. E., Takahashi, K., and Roberts, K. D.
(2010). Mentoring individuals with disabilities
in postsecondary education A review of the
literature, Journal of Postsecondary Education
and Disability, 23(2), 98-111.
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How the Model Applies
Longevity
Commitment
Socializing and Spending time in more casual settings
Relationships more casual and informal
Collaboration
Time Together-Distance or Face-to-Face

Mentor
Mentee

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question mark over his head
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What Do We Know About Mentoring in Postsecondary
Education?

• Faculty mentoring may be a valuable resource to
  students through
• Dynamic, reciprocal and/or professional
  development
• A sounding board and guide
• Mentors provide a perspective, resources, while
  asking thought provoking questions
• Mentors/mentees learn from one another

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What Have We Learned About Faculty-Student
Mentoring?

• Students with disabilities are both mentees of
  faculty in areas of the facultys expertise and
  mentors to faculty in areas about disability.
• Sharing perspectives. Communicating and
  interacting are the essence of the mentoring
  relationship.

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them is a student using a wheelchair
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Common Student/Faculty Mentoring Activities
When the picture appears, click for more details
Attending students graduation, meeting family
and friends.
Assisting with questions about University
policies and campus resources/services
Meeting to discuss academics, major selection,
career goals, graduate schools, and personal
matters.
A gradate using a wheelchair
A university building
A boss talking to one of the employees
Attending professional meetings with student
mentees and holding discussion groups.
Participating in student life and development,
student leadership and special events.
Activities
A group of people talking
A blind woman walking with her assistive dog
Reviewing resumes, scholarship applications and
preparing for internship interviews.
Preparing and presenting at conferences.
On campus lunches or coffee breaks.
Two persons reviewing a paper
People in a presentation
(Partners for Success, California State
University _at_ Long Beach) http//www.csulb.edu/divi
sions/students/partners/mentors/activities.html
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Mentoring
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A teacher helping students to read
Three Cheerleaders
A student using a wheelchair talking to a blind
student
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Things to consider when mentoring Students With
Disabilities

• A mentor should always locate an accessible place
  in which to meet
• A mentee with a health condition may tire easily
  and need a flexible schedule, i.e., accommodate
  by planning a morning meeting rather than
  afternoon because the mentee tires later in the
  day
• A specific time to eat and a special menu because
  they for example have diabetes

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Things to consider when mentoring Students With
Disabilities

• A mentee with a physical disability may have
  challenges with transportation and, as a result,
  be late for mentoring meetings
• The mentee who is deaf or hard of hearing will
  likely need an interpreter or assistive
  technology at mentor meetings
• A mentee with a hidden disability such as a
  learning disability. ADD or ADHD may appear
  overwhelmed and confused at times. Be patient!

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Recommendations

• Be open to working with students with
  disabilities.
• Keep in mind that good mentor/mentee
  relationships do not happen overnight.
• Open communication is important.
• Mentor/mentees need to develop the best way to
  work together.
• Seek opportunities to maintain contact.
• Both mentee and mentor discuss expectations, so
  they are in agreement about what to expect from
  the mentoring relationship.

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Mentoring

A figure holding a banner that says Mentoring
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Components of a Successful Mentoring Relationship

A black figure sitting on a brown block
Foster Heckman, E., Brown, S. E., Roberts, K.
D. (Fall 2007). Mentoring Partnership Project
Exploring mentoring practices for students with
disabilities in postsecondary education. HEATH
Resource Center Newsletter. George Washington
University, Washington, D.C. Retrieved from
http//www.ist.hawaii.edu/products/
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Components of a Successful Mentoring Relationship

A black figure sitting on a brown block
Foster Heckman, E., Brown, S. E., Roberts, K.
D. (Fall 2007). Mentoring Partnership Project
Exploring mentoring practices for students with
disabilities in postsecondary education. HEATH
Resource Center Newsletter. George Washington
University, Washington, D.C. Retrieved from
http//www.ist.hawaii.edu/products/
30
Mentoring

A figure holding a banner that says Mentoring
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Exercises

• Exercise 1 Mentors in your Life
• (can be conducted with a group or individually)
• Have you had mentors?
• If so, think about some of your mentors
• What did you like best about the mentoring
  relationship?
• Was there something about the mentoring
  relationship you didnt like?
• What, if anything, would you have changed?
• If you havent had mentors, what would you like
  from a mentor?
• Think of one experience or story from one
  mentoring relationship youd be willing to share
  with the group to describe something you really
  liked about your mentoring relationship.

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his head.
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Exercises
Exercise 2 Forced Choices (this is a group
exercise) Instruction Ask everyone if they are
comfortable standing or going to a part of the
room where there is some space. Tell participants
you are going to ask a series of questions and
they will be given a couple of seconds to make a
decision and go to one side of the room or the
other. There is no middle-ground and no
questions. Purpose of this exercise To react
to the choices- forced choices- rather than give
participants time to think them through. They can
be modified to your own situations.
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his head.
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Exercises
Exercise 2 Forced Choices (this is a group
exercise) After the exercise Discuss what
happened in the context of individuals with
disabilities. Many times, people with
disabilities are forced to make choices, or have
choices forced on them, that are not ideal. This
may also apply to mentees with disabilities,
hence the purpose of the exercise is for mentors
to understand that what is going on in the life
of a student with a disability may be more
impactful than what is happening in the classroom
or in his or her studies.
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his head.
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Exercises

• Exercise 2 Forced Choices (Continued)
• Would you rather
• Have AIDS or Alzheimer's?
• Have autism or mental illness?
• Be rich and poor health or poor and healthy?
• Be at home with parents or in a group home with
  supervision?
• Read print or listen to a book?
• Go to a movie theater or watch a DVD?

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Exercises

• Exercise 2 Forced Choices (Continued)
• Would you rather
• Be a mentor or a mentee?
• Talk on the phone or email?
• Spend time on a social networking site or go to
  the beach?
• Teach lecture classes or seminars?
• Be in a formal or informal mentoring
  relationship?
• Get together with a student in your office or at
  a coffee shop?

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Exercises

• Exercise 3 Mentoring Relationships
• (can be conducted with a group or individually)
• Describe a mentoring relationship (as mentee
  and/or mentor) that you have had in the
  postsecondary environment where diversity was a
  key component of the relationship.
• Were you the mentor, mentee or both?
• Was this a formal or informal relationship and
  how did it start (i.e. were you participating in
  a mentoring program or did the relationship just
  evolve)?
• Did the issue of diversity and/or disability
  enter into the relationship?

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his head.
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Exercises
Exercise 3 Mentoring Relationships
(Continued) 4. What did you learn from the
relationship? 5. What did you bring to the
relationship? 6. What were the challenges and
successes of maintaining the mentoring
relationship? 7. How did you maintain the
relationship over time? 8. What did this
mentoring relationship mean to you in the long
term? 9. How did your mentoring relationship
evolve over time i.e., (instructor, advisor,
supervisor, mentor, friend).

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Evaluation

You can evaluate this module by clicking on the
following link Click Here
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Mentoring

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Resources

• American Association of People with Disabilities
• (AAPD) http//www.aapd.com/
• Association of Higher Education and Disability
  (AHEAD) http//ahead.org/
• DO-IT (Disabilities, Opportunities,
  Internetworking, and Technology)
  http//www.washington.edu/doit/
• STRIDE (Successful Transitions in Diverse
  Environments) Hawaii http//www.hawaii.edu/stri
  de/

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References

• Brown, S. E., Takahashi, K., and Roberts, K. D.
  (2010). Mentoring individuals with disabilities
  in postsecondary education A review of the
  literature, Journal of Postsecondary Education
  and Disability, 23(2), 98-111.
• Campbell-Whatley, G. (2001). Mentoring students
  with mild disabilities The nuts and bolts of
  program development. Intervention in School and
  Clinic, (36) 211-216.
• Foster Heckman, E., Brown, S. E., Roberts, K.
  D. (Fall 2007). Mentoring Partnership Project
  Exploring mentoring practices for students with
  disabilities in postsecondary education. HEATH
  Resource Center Newsletter. George Washington
  University, Washington, D.C. Retrieved from
  http//www.ist.hawaii.edu/products/

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References

• Hare, R. (2008). Plotting the course for
  Success An Individualized Mentoring Plan for
  youth with disabilities. Washington, D.C
  National Consortium on Leadership and Disability
  for Youth, Institute for Educational Leadership.
• Rhodes, J. E., Grossman, J. B., Resch, N. L.
  (2000). Agents of change Pathways through which
  mentoring relationships influence adolescents"
  academic adjustment. Child Development, 71,
  1662-1671.

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For More Information, Contact

• Project Coordinators
• Steven E. Brown, Ph.D.
• sebrown_at_hawaii.edu
• Megan Conway, Ph.D.
• mconway_at_hawaii.edu
• Project Coordinators
• Teaching all Students, Reaching all Learners
• Website address www.ist.hawaii.edu

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A picture of Dr. Megan Conway
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