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.