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.