Module 8: Synthesizing: Tweet

Tweet:

Make mentoring programs a successful practice for Chinese int’l students. Re-create existing models to promote two-way learning (learn_more)

Module 8: Synthesizing: Elevator Pitch

Elevator Pitch:

Successful mentoring programs for Chinese international students embrace two-way learning, valuing the knowledge of both domestic and international students. Mentor programs should be less of a one-stop shop and more of a training that develops skills to navigate new systems. Promoting two-way learning creates an opportunity for meaningful relationships between domestic and international students. The benefit of these relationships is that peers become friends, and then friends become family. The relationship the students share is mutually supportive, leading to higher success and retention for all.

Module 8: Synthesizing: White Paper

White Paper:
Using the seven cognitive tools (i.e., perceiving, patterning, abstracting, embodied thinking, modeling, playing, and synthesizing) I hope to illuminate and expand upon the benefits of peer mentoring programs as a successful practice for Chinese international students. These tools for developing creative enhance mentoring programs by encouraging student affairs professionals to re-create what has traditionally been done. It is a way to look at traditional mentoring programs and re-invent was has not work and re-enforce what has.

Improving the Program

Perceiving is all about how we sense or view something. My original observation of mentoring programs for Chinese international programs typically perceived them from a visual lens. Looking at programs through only a single lens, in this case visual, created a flawed understanding of the program. When perceiving a mentor program visually, the question of “what does is look like?” is prioritized. The answer to this question often includes words, which by definition; involve some sort of power dynamic. For example, the statement “In the mentoring program, I see a domestic student assisting a Chinese international student.” In this example, the domestic student is the one with the power who capable of “assisting” the Chinese student. Assisting could also be replaced with words such as: informing, aiding, helping, and advising. This view dismisses the skills, knowledge, and abilities of international students and creates a flawed understanding of the true nature and purpose of mentoring programs. One must recognize that domestic students are not the only ones who have the skills and knowledge to help others. The true value of a successful mentoring program is an exchange of knowledge. By expanding our perception of mentoring programs to include questions of feelings, rather than limiting them to previous visual perceptions, we begin to change our perceptions of mentoring programs. By asking “how do you feel?” we are able to see and hear a shared value of knowledge. Domestic students are no longer viewed as the bearers of knowledge; rather both students begin to engage in dialogues and opportunities that promote an exchange of knowledge and skills. The mentoring programs become more of a partnership program where two-way learning is valued and encouraged.

Once we are able to understand the greater benefit of mentoring program by re-imagining them to cultivate two-way learning. The goal of traditional mentoring programs has been to provide answers, a sort of one-stop shop. However, this pattern reinforces the value of the domestic student over the international student. I offer a new pattern that focuses on empowering international students. In this pattern the international student is taught how to find answers and use resources in their new environment, as opposed to the answers being provided to them. Additionally, this pattern still provides support for when international students cannot find the answers. The cyclical nature supports and encourages student to first, use the tools they have to find the answer and then after, if they are not able to do so and they still have a question, the international student can then seek the assistance of a peer mentor.

An additional benefit to mentoring program is the opportunity for verbal communication and dialogue. I have found, after speaking with several Chinese international students, a theme of non-effective passive communication. For the majority of Chinese international students, sending an email or posting a sign about a program or service is not an effective way of communicating or promoting.

Student affairs professionals and mentors must embody an invitation that would otherwise be sent via email or created as a flier. The verbal invitation that comes from physical interaction is what has been the most effective way of communicating with Chinese international students. When one takes the time to physically and personally invite me, it indirectly communicates that I am wanted and cared for. This personal direct invitation speaks much louder in one's care for me, than a blanket, non-personal email.

[voice]

Improving the Lived Experience

However, in order for mentoring programs to be successful practice for Chinese international students, we must look beyond ways to improve the practice and remember the overall intention of the success of the student. Student should be both the most important aspect and at the center of what student affairs professionals do.

Students have multiple obligations in which they are constantly prioritizing and re-prioritizing. Time is a limited resource, and professionals must be aware that what we may believe to be the most beneficial use a student’s time and energy may not be what they believe to be the best use of their time. Often times as professionals we make assumptions based on a limited knowledge of our students and their lives, this knowledge has only been acquired by what students choose tells us. Students may be juggling a range of obligations on their own, obligations that professionals may be completely unaware of. As professionals, we need to not only understand a student’s choice to independently address challenges, but also respect and support it.

With that being said, successful mentoring programs have a huge potential for being a strong support system for Chinese international students, which may help them address the multiple stressors and obligations in their lives. In the Bronfenbrenner’s Mircrosystem we see words like school, family, and peers.

It is within this system that peers influence the individual, or mentors influence the experience of Chinese international students. The goal of a mentoring program is not only to provide opportunities for international students to find answers and seek support, but to develop authentic relationships between domestic and international students. It is with this relationship that the true potential of mentoring programs is realized. From speaking with Chinese international students this semester, many have the sentiment that while abroad in a foreign country, their friends are more than peers and colleagues, friends become family. Therefore if peer mentors and Chinese international develop an authentic friendship, Chinese international students are supported in the Microsystem, not only by peers, but also by "family".

As mentioned, peer mentoring programs for Chinese international students need to be more than venues to find answers; they need to be opportunities that promote authentic relationships and friendships. In order for this to happen, Chinese international students need to be viewed as more than individuals who only benefit from mentoring programs due to the information provided to them. They must be viewed and individuals with knowledge and experiences that are valued equally. With the goal to create authentic friendships in mind, the value of play becomes quite clear.

In order for a peer mentoring program to be successful, it should include a range of “playing” opportunities. These opportunities for play should initially be low risk, as both international and domestic students are being introduced to new expectations, surroundings, and people. However, through these initial low-risk playful activities, students begin to strengthen relationships and feel more comfortable with each other, which then provide the opportunity for high-risk activities that truly strengthen relationships. I outline one possible activity that would serve in building and strengthening relationships (Playing: Art Museum)

Successful mentoring programs for Chinese international students embrace the concept of two-way learning; valuing the experiences and knowledge of both the domestic and international students. This change is values then leads to a change in practice. Mentor programs should become less of a one-stop shop that provides answers and more of an on-going training that promotes the development of skills to navigate new systems and cultures. Through this building of knowledge together, there becomes an opportunity for authentic relationship building. Successful mentoring programs will take advantage of this opportunity, and prioritize authentic and meaningful relationships and friendships between domestic and international students. The benefit of this strong relationship is that peers become friends, and then friends become family. With this relationship mentors are now seen as family members whose opinions, advice, and conversations become a support system within themselves. In this regard, mentors are more than a means to an answer and international students are more than an inquiring foreign student. The relationship the domestic and international student share is a support system for them both, which in turn leads hopefully to higher success and retention for all students involved. 

Module 7: Playing

Playing is doing something one enjoys, often "intentional" play is utilized by educators as a way to incorporated fun into learning. As many of the modules before this address, peer mentoring programs for Chinese international students need to be more than venues to find answers, they need to be opportunities that promote authentic relationships and friendships. In order for this to happen, Chinese international students need to be viewed as more than individuals who only benefit from mentoring programs due to the information provided to them. They must be viewed and individuals with knowledge and experiences that are valued equally.

With the goal to create authentic friendships in mind, the value of play becomes quite clear. Ask yourself, what do you do when you are with a group of friends? Do you simply ask each other questions back and forth? No. Most likely you enjoy a movie, attend a sporting event, frequent a museum, play a game, or socialize over a meal. All of these events include some aspect of play, each scenario provides the opportunity for individuals to enjoy themselves while engaging in dialogue with others, in doing so we get to know each other better, and friendships are strengthened. The value of play is imperative in creating, promoting, and strengthening friendships. This idea is no different when approaching the value of play in peer mentoring programs.

In order for a peer mentoring program to be successful, it should include a range of “playing” opportunities. These opportunities for play should initially be low risk, as both international and domestic students are being introduced to new expectations, surroundings, and people. However, through these initial low-risk playful activities, students begin to strengthen relationships and feel more comfortable with each other, which then provide the opportunity for high-risk activities that truly strengthen relationships. A great way to incorporate play into peer mentoring programs is through (as cliché as this sounds) field trips. These field trips provide an opportunity for international students to engage with American heritage/culture through experiential learning. They also provide an opportunity for both domestic and international student to explore different environments together, creating shared experiences that can later be reflected and built upon.

The activity I have created for peer mentoring is an on-campus field trip to the Broad Museum of Modern Art. This is low risk playful activity as it is located in a familiar on-campus setting. However, the specific location of the museum is relatively new, therefore it will still provide the opportunity for shared experiences. Part of this field trip will be a one-word association game. For different works of art, both the domestic peer and international student will record the first word that comes to mind when first viewing the work of art. This will maintain a low amount of risk for those international students who come in with low English proficiency. This activity will initially serve as a way for both students to engage in conversation. Additionally, it promotes the value and knowledge of both students, rather than the knowledge of the domestic student over the international student. Furthermore, once relationships have been built and higher risk play can be explored, this activity can be re-visited to address cultural differences that may have led to different words, perspectives, and understandings of the art.

Module 6: Modeling

Modeling a simple, easy to understand representation of something larger or more complex. When first approaching modeling for mentoring programs as an effective practice for Chinese international students one of the most challenging aspects was idea of creating a model that one can zoom in and out of, or be represented by different layers. With this challenge I began to reflect and think about the different layers of student development. This of course led me to Shrek and onions, but I digress...

Once back on track, I began to think about the different influences on students, this then led me to a model commonly used in student development theory, Bronfenbrenner's Ecological System model: 

Also explained through song and illustration:

The basic premise of Bronfenbrenner's model is that individuals are influenced by different environmental forces, those that ones interacts with most immediately and frequently, tend to have the most significant influence. 

I chose to use this model as a guide because it allows professional to visually see, explore, and differenciate the different layers and spheres of influence of Chinese international students. It is the relationship and proximity of the core layer and the microsystem that illustrates the opportunities and implications of mentoring programs. Similar to the visual offered in Module: 4 - Abstracting, the core of this model is the student. Specifically, when zooming into the most central aspect of the model, one sees the "Individual," in the case of my topic, the "individual" being Chinese international students. 

 However, by zooming out only one layer to the Microsystem, we begin to see the opportunities that exist in mentoring programs.

In the Mircrosystem we see words like school, family, and peers. It is within this system that peers influence the individual, or mentors influence the experience of Chinese international students. The goal of a mentoring program is not only to provide opportunities for international students to find answers and seek support, but to develop authentic relationships between domestic and international students. It is with this relationship that the true potential of mentoring programs is realized. From speaking with Chinese international students this semester, many have the sentiment that while abroad in a foreign country, their friends are more than peers and colleagues, friends become family. Therefore if peer mentors and Chinese international develop a authentic friendship, Chinese international students are supported in the Microsystem, not only by peers, but also by "family".

This adaptation of Bronfenbrenner's Ecological System model highlights the importance and opportunities for peer mentoring programs. The Mircosystem is the most immediate sphere of influence on individuals, and therefore have the potential to have the higher impact. By developing peer mentor programs that do not only focus on the outcome, but the process of sharing, engaging, and two-way learning, professionals can ensure that the Microsystem creates a range of supports and opportunities for success.

Module 5: Embodied Thinking

Embodied Thinking is the notion of learning through one's physical self, this is often paralleled to kinestetic learning. When first approaching Embodied Thinking I was finding it difficult to identify an aspect of Mentoring programs as an effective practice for Chinese International Students which could be represented by physical movement, that isn't already. The topic of peer mentoring already incorporates many physical aspects. Mentoring after all is an action that assumes some type of interaction, rather than a strict academic subject. However, as I was thinking I remember a video that I once watch which made me begin to think of Embodied Thinking in different ways. The video is found below: 

This short video by StoryCorps (http://storycorps.org/ - other great video shorts) speaks to the beauty of the human voice. A beauty that is often lost in today's ever-increasing technological world. I began to think about ways in which we communicate, both physically and verbally with peers, colleagues, mentors, mentees, etc. The majority of communication is done in passive, non-verbal, non-physical ways. The motivations behind this are rationale (mainly convenience for both the initiator and the receiver) and my intentions are not meant to place value on either end, rather illustrate the current context and possible challenges.

Recently, I have been doing a significant amount of work with Chinese international students. One major challenge has been the promotion of events and programs to Chinese students. This challenge is what has led me to broaden my thinking of Embodied Thinking. After speaking with several Chinese international students a theme of non-effective passive communication has arisen. For the majority of Chinese international students, sending an email or posting a sign about a program or service is not an effective way of communicating or promoting. One Chinese internationals student specifically stated:

“To better inform the Chinese students, the best way is to talk to them directly”  

Student affairs professionals and mentor must embody an invitation that would otherwise be sent via email or created as a flier. The verbal invitation that comes from physical interaction is what has been the most effective way of communicating with Chinese international students. This approach begins to make even more sense when taking the perspective of a Chinese student. When an invitation is sent via email, where is the opportunity to ask questions about what to expect? If I am being invited to attend an event that I have never heard of how I can assess the risk, if I am not able to ask questions. Furthermore, most likely, the invitation is in English. Regardless of the presence of idioms or not, what if I can’t completely understand what is being said. Now, not only is there a lack of opportunity to ask about event expectations, but also the logistics of the event itself. Lastly, yet arguably the most important, is the notion of care. When one takes the time to physically and personally invite me, it indirectly communicates that I am wanted and cared for. This personal direct invitation speaks much louder in one's care for me, than a blanket, non-personal email.

Embodied thinking must not only be present in the delivery of programs and services, such as mentoring, but also in the promotion of them.

Module 4: Abstracting

Abstracting is the ability to dismiss detail and specifics in order to identify the most foundational element. At first I had difficulty trying to identify a single element of my themes that would represent the whole. However after re-reading and identifying specific words (i.e., key element, critical essence, essential quality) the choice of what to represent became quite clear. Above all else, the most important element in Mentoring programs as an effective practice for Chinese international students is the student themself. No other element would exist without the student. The students, their persistence and success are at the heart of what I do. Without the student, there would be no mentoring programs or best practices.

The following image represents my thought process in attempting to Abstract my theme:

 my theme:

I compiled this first image because it represents the multiple and diverse themes peer mentoring programs attempt to support students in. Additionally, this image serves as a reminder of all of the different directions students are pushed and pulled, in other words the range of venues that create additional support and/or stressors for students. I intentionally made the image of the student both visually the largest element of the image as well as the center of the image. I did this to demonstrate that the student should be both the most important aspect and at the center of what student affairs professionals do. For example, collaboration with academic affairs (represented by “school” in the image) is vitally important, however the reason it is important is to understand what is being taught in the classroom in order to create a seamless learning environment for the student in which their learning is connected and authentic. 

Students have multiple obligations in which they are constantly prioritizing and re-prioritizing. Time is a limited resource, and professionals must be aware that what we may believe to be the most beneficial use a student’s time and energy may not be what they believe to be the best use of their time. Often times as professionals we make assumptions based on a limited knowledge of our students and their lives, this knowledge has only been acquired by what students choose tells us. Students may be juggling a range of obligations on their own, obligations that professionals may be completely unaware of. As professionals, we need to not only understand a student’s choice to independently address challenges, but also respect and support it. This next video, all though not created by me, demonstrates the above point. It shares students and their stories, their life experiences that have shaped who they are and how they view their world. As professionals we may not have this information, but the key element, the critical essence, the essential quality remains: students and their success.

Module 3: Patterns

Patterning is a process that involves two processes. The first is the ability to identify separate components or ideas. The next is the ability to align or arrange those components in a way that allows for one to predict the outcome, future, or next component.

Below, I have created a visual of the traditional model of peer mentoring programs for Chinese international students. I have attempted to identify the different steps and/or components of the mentoring cycle, represented by the different colors boxes. Although I am specifically using this model to reflect on the Chinese international student experience, it can be applied to a wide range of mentoring programs. Furthermore, in this model, I use the terminology of “finding answers.” I want to stress that these answers are not always concrete; many times the answer is multi-dimensional and complex. For example that answer to “Where is my class located?” is very different to “Why do I feel like I don’t get people’s jokes?” This initial pattern starts with Chinese international students having a question (green box), getting the answer from a mentor, and then acting accordingly with the information. The unique aspect of this model is that it is cyclical in nature, rather than a linear pattern often seen mathematic. However, the nature of this pattern hinders students’ development. It creates a pattern that relies heavily on mentor and does not provide opportunities for international students to engage in their environment and seek solutions for themselves.

The new pattern focuses on empowering international students. In this pattern the international student is taught how to find answers and use resources in their new environment, as opposed to the answers being provided to them. Additionally, this pattern still provides support for when international students cannot find the answers. This pattern is also cyclical; however unlike the traditional pattern, the cyclical nature of the new pattern serves as a benefit to international students. The benefit to this cyclical pattern is that is supports and encourages student to first, use the tools they have to find the answer and then after, if they are not able to and they still have a question, the international student can then speak with a mentor. Like the traditional patter, this new pattern starts with international students having a question (green box); however it is the next step that is crucially different. International students do not automatically seek a mentor, rather they have a choice to either seek a mentor or use the tools they have to find the answer.

This new pattern impacts the topic of Mentoring programs as an effective practice for Chinese international students by demonstrating the value in developing skills and competencies which serve as a lens into a new environment and accompanying challenges. Sedlacek (2004) notes ‘handling the system’ is one of the non-cognitive variables that influences student success. By helping students develop tools and skill to handle the system of American universities, we are helping develop skills that will not only be helpful in their current role as an undergraduate student, but also in future roles.

Sedlacek, W. E. (2004). Beyond the big test: Noncognitive assessment in higher education. San Francisco, CA: Jossey Bass.

Module 2: Perceiving

The upload option is not working, so please click the link below to view the video:
http://youtu.be/orU1PeY7Da4

Perceiving is the use of all of your sensing to create or interpret something fully. My original observation of mentoring programs for Chinese international programs typically perceived them from a visual lens. Looking at programs through only a single lens, in this case visual, created a flawed understanding of the program. When perceiving a mentor program visually, the question of “what does is look like?” is prioritized. The answer to this question often includes words, which by definition, involve some sort of power dynamic. For example, the statement “In the mentoring program, I see a domestic student assisting a Chinese international student.” In this example, the domestic student is the one with the power who capable of “assisting” the Chinese student. Assisting could also be replaced with words such as: informing, aiding, helping, and advising. This view dismisses the skills, knowledge, and abilities of international students and creates a flawed understanding of the true nature and purpose of mentoring programs. The perception of mentoring programs based in a visual lens puts value of domestic students over international students, even though the original intention of mentoring programs is to support international students. One must recognize that domestic students are not the only ones who have the skills and knowledge to help others. The true value of a successful mentoring program is an exchange of knowledge.

In order to view mentoring programs as an exchange, one must re-imagine what a mentoring program should look like and how to assess its success. Originally, success was measured by what programs looked like. However, these views lead to a power dynamic that ultimately valued domestic students over international students. We can combat this valued system by expanding our perception of mentoring programs to include questions of feelings, rather than limiting them to previous visual perceptions. By asking “how do you feel?” we are able to see and hear a shared value of knowledge. Domestic students are no longer viewed as the bearers of knowledge; rather both students begin to engage in dialogues and opportunities that promote an exchange of knowledge and skills. Statements are then made that speak to the shared experience, for example, “In the mentoring program I feel valued.” It does not matter whether this statement was made by the domestic student or the international students; the value is that it demonstrates a feeling of cooperation and even exchange.

This new understanding of mentoring programs for Chinese international students provides a reminder to keep in mind the purpose the program. The purpose of mentoring programs is to support and develop international students. However, opportunities exist to not only support and develop international students, but also domestic students. By understanding the goals and opportunities one can ensure mentor programs are successful and beneficial for all students. 

Véjà Du

About Me...

Hello, my name is Sean Addley. I graduated from Michigan State University with a degree in Elementary Education and Geography. I completed my year of student teaching at Universal American School (UAS) in Dubai, UAE. I was then offered a full-time 5th grade teaching position at UAS where I remained for an additional two years. UAS is a International Baccalaureate school with an extremely diverse student population, during my three years there the elementary school went through the International Baccalaureate-Primary Year Programme accreditation process and was fully accredited during my third and final year in Dubai. Last year, I returned home to Michigan and MSU to, once again, become a full-time student and pursue a graduate degree in Student Affairs Administration. Currently, I am in my second year in the program and will (hopefully) be graduating this coming May. I am very passionate about international education and the value of global citizenship.