I. STARTING OUT

First:

• Initiate contact within three business days of receiving Mentee contact information. Introduce yourself, share info, encourage questions or discuss concerns.
• Determine together the method of communication that works best for you and your Mentee(s). (Email, texting, chat, Facebook, in-person, etc.).
• Find out what the Mentee has done so far (registration, orientation, when will the Mentee arrive on campus) and how things are going.
• Inquire as to why the Mentee chose their particular program of study, and share what program of study you chose, and why.
• Inform Mentee(s) of upcoming events that are important to new and first-year students; specifically, this would include the importance of attending our orientation and welcome (O-DAYS!) and Campus Life CONNECT U.
• Communicate as often as you like from month to month, but adhere to the established Communication Schedule for the Official Program Communication: within the first three days of each month.
• Ask Mentee(s) about their goals and determine your role: social connection? Advice on how to study? Referrals to resources? Procedures? It’s okay if you don’t have answers to every question—make appropriate referrals.
• Mentee contact information should be kept private. Only assigned Peer Mentors and Campus Life staff should have access to the names and email addresses of assigned Mentees.

Keep in Mind:

• This “getting to know you stage” may take some time, so be patient.
• Avoid assumptions.
• Take initiative with communication and schedule it.
• Mentee(s) may be shy.
• If Mentee(s) do not respond, DO NOT take it personally. DO inform Campus Life Coordinator while maintaining ongoing communication.
• Be sensitive to cross-cultural similarities and differences and how they influence interaction.
• A mentoring relationship takes time and commitment to develop.
• Take it easy! Take time to know each other’s personalities, interests and needs. Taking things slowly will be helpful in increasing the comfort level.
• Know that some Student Mentees may treat you as a trusted confidant and disclose personal information during conversations. This information should be treated with the utmost respect and confidentiality.
• Take note any questions you may have for discussion with peers or OCAD U staff.

I. FOLLOW UP:

Next:

• Continue to communicate with your Mentee(s), checking in as much as you do like; adhere to the monthly communication schedule.
• Help your Mentee(s) by providing encouragement, support and guidance; refer them to appropriate resources.
• Support and reassure your Mentee(s) during difficulties.
• Ask about class work and share personal experiences on how to deal with schoolwork demands, stress, and extracurricular activities.
• Listen to your Mentee(s); point out strengths, building their confidence towards making independent decisions.

Keep in Mind:

• It takes time, commitment, and sensitivity to develop a connection.
• As your Mentee(s) get to know you better, they will feel more comfortable and less intimidated.
• Mentee(s) have the option of opting out of the program at any time. Do not take it personally if this happens. Let us know if this happens.
• Remember… when you do not know the answer, say so. Find out who does know and make appropriate referrals. Keep notes.

Tips for Communication:

• Adjust your communication style as necessary to accommodate that of your Mentee(s) (directness/indirectness; outspoken manner vs. reserved; outgoing vs. shyness).
• Be sensitive to the Mentee(s) verbal and non-verbal clues.

Exploration:

• Further explore goals and expectations, and the areas the Student Mentees may need additional support. Make appropriate referrals.
• Informally clarify your common interests, values and objectives.
• Check the OCAD U Events Calendar regularly and encourage participation in events, sometimes as a group with other Mentees.
• Plan a monthly group activity.

Challenges:

• Face-to-face contact and building trust and mutual respect.
• When you try to suggest alternatives, which are not accepted.
• Rejection: you offer un-needed help or the Mentee is not ready.
• Working with a Mentee for many months but they drop out.
• Deciding on activities to do together.

III. STABILIZATION

Next:

• Follow up on class work inquiries.
• Make sure the Mentee is getting the answers or info needed.
• Recommend activities, volunteer program or student-run groups.

Continuation:

• Through continued communication, the needs, values and beliefs of Mentees will be clarified and will become more apparent.
• The Mentee is becoming more familiar, involved in social life, and better understands how to deal with OCAD University life.

Tips for Communication:

• Do not expect that your Mentee(s) will do everything you advise.
• Put yourself in the Mentee’s situation; see it from their point of view rather than your own.
• Verify Mentee’s feelings and concerns.
• Respond to the Mentee’s need properly (need for nurturance vs. need for autonomy).

IV. CONCLUSION

Wrapping-up:

• Mentee(s) have acquired a familiarity with OCAD U and its procedures: confidence, knowledge, and a stable social network.
• Mentee(s) will become less dependent.
• Increased self-sufficiency results in less frequent contact.
• Peer Mentor duties have been fulfilled upon the conclusion of the program at the end of November.
• Remember to communicate with Student Mentees and thank them for their involvement.
• Extend an offer of continued support (though informal) for the following winter term.
• Relationship can often continue as friends.