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

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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.