1. Mentoring Connection: Redefining Mentoring as a Holistic Community Approach to Sharing Knowledge and Building Networks Margaret Colton and Penny Kaill-Vinish Office of the Dean of Students, McGill University CACUSS Conference Vancouver, 26 May 2015

2. Presentation Outline 1.Introductions 2.Define “Mentoring” 3.Program Overview 4.Mentoring Reimagined 5.Current Program Structure 6.Challenges 7.Program Developments 8.Our Holistic Approach 9.Achievements 10.What We Have Learned 11.Looking Forward

3. What does “mentoring” mean to you?

4. Welcome to the Staff-Student Mentoring Program! Designed to spark informal out-of-the-classroom conversations between diverse members of the McGill community with the overall goal of enriching the university experience for all.

5. A Brief History It started with an idea, sparked by Professor David Harpp… “It’s someone who has your back, as the phrase goes.” -- David Harpp

6. Collaboration … and continued with the collaboration of 4 former McGill students. Why is it difficult for McGill community members to connect? Large classroom size Immense student population (~40 000) Immense overall university population (~1 700 faculty) One can walk across campus and never spot a familiar face!

7. Implementation Together, Prof. Harpp and his student partners proposed a solution to former Dean of Students, Jane Everett… … and the Staff-Student Mentoring Program launched in February 2011!

8. Mentoring Reimagined Anyone can be a mentor, and mentoring can take many forms. Every mentoring relationship will be unique in its nature and scope and will develop organically over time. A mentoring relationship can help close gaps, foster connections and build networks, as participants discover new opportunities and share knowledge and exchange insights about a wide variety of topics and interests.

9. Current Program Structure Mentees Undergraduate students Mentors Graduate students Management, administrative and support staff Faculty, course instructors Healthcare professionals Young alumni (coming soon!)

10. Pairing Process 1.Undergrad student fills out application form 2.Indicates mentor choice: Graduate student Faculty member Management, administrative and support staff member Healthcare professional (if they qualify) 3.Automated vs. Manual Pairings Year Automated Pairings Manual Pairings 2013 - 201438 %62 % 2014 - 201532 %68 %

11. Special Considerations We have made manual pairings based on… Language Academic/research experience Work/volunteer/life experience Gender Specific skills (i.e. public speaking) Interests/hobbies Political/philosophical ideologies Sexual orientation Ability

12. Top 10 “Special Considerations” 1.Medicine 2.Research 3.Specific Academic Disciplines 4.Travel/International Affairs 5.Networking 6.Neuroscience 7.Language 8.Writing/Publishing 9.Career Trajectory 10.Public Speaking Honourable Mentions: 1.Law 2.School/Life Balance 3.Business/Management

13. Participation Academic YearTotal Number of Pairings 2012 - 2013126 2013 - 2014127 2014 - 2015106 Year of Student Total Number of Paired Mentees (2013 – 2015) U072 U183 U243 U332 U43

14. Challenges Current financial climate Human resources Faculty buy-in Technological limitations

15. Continued Development Stream options: Graduate student mentors Faculty and staff mentors Widening Participation Committee mentors Young Alumni mentors Rebranding to Mentoring Across McGill

16. Graduate – Undergraduate Mentoring Stream Approached by interested graduate student, Rachel Schwartz Increase in academic pairings because there is no conflict of interest Increase in research pairings because grad students are more “available” than faculty Academic YearTotal Number of Pairings 2013 - 201431 2014 - 201556

17. Faculty of Medicine’s Widening Participation Committee Scarcity of healthcare professionals from Indigenous and Black communities as well as rural and low-income backgrounds Under-representation creates shortages of healthcare professionals in these communities Exacerbated by students’ limited interactions with people from these populations during their medical studies

18. Our Holistic Approach Everyone has something to offer! Learning happens both ways Challenging traditional hierarchical structures Providing options Connecting the disconnected

19. Achievements Multi-disciplinary mentorship pairings Pairings based on individual and diverse student needs not met within traditional structures Providing skill development and access to areas not traditionally available to undergraduates Access to healthcare professions Elevating the importance of connection

20. What we have learned If you build it, they will come The domino effect Mentoring as community building

21. Looking Forward Young Alumni mentors Training modules for mentors Program assessment Continued program growth

22. Thank you! For more information, please feel free to contact us! undergrad.mentoring@mcgill.ca www.mcgill.ca/mentoring