Program Vision
Through the mentorship program, the Rehabilitation Therapy Student Society aims to promote mentor-mentee relationships; provide support to incoming PT/OT students; create a welcoming environment; and enhance professional development. Second year students may volunteer to mentor one or more first year students. Students are matched over the summer and are invited to use their mentor as a resource as they begin their program at Queen's University. The Rehabilitation Therapy Student Society will assist in matching mentors and mentees, and support the ongoing development of such connections, but would also leave the ongoing maintenance of these connections up to the individuals themselves.
Role of the Mentor
- Guide
- Your primary role as a mentor is to be a guide. Based on your experience, coach your mentee on how to succeed in their program, direct them to resources and offer tips/support. Be positive, open, supportive and encouraging, in a way that you would have appreciated when you entered the program.
- Role model
- Part of being a good role model is upholding the integrity of the profession. Please respect our instructors’ wishes, and do not share past assignments with your mentee. Assignment sharing will cheat your colleagues out of a valuable learning process and create a divide within the class. If your mentee asks about an assignment, you may wish to guide them to valuable resources, but do not provide them with your own assignments.
Responsibilities of the Mentor
- Commit to a one year long mentorship (Beginning of September until end of June). Mentors should be willing to connect at least one hour per month with their mentee or as needed.
- Decide how much contact information you want to share with your mentee (e.g. email, phone number etc.)
- Send out a greeting email within 1 week of being matched with your mentee.
- Check in with your mentee at the end of each month.
- Respond to mentee emails within a few days.
- Maintain confidentiality.
- Listen to your mentee’s needs and share relevant personal experiences.
- Provide constructive feedback, support, and encouragement.
- Let your mentee know when you are on placement or when you will not be available.
- Contact the mentorship committee if there are any concerns
- Complete the mid-term and end of year program evaluation.
Mentor “dos”
- Commit to at least one hour of support per month.
- Take responsibility to initiate the relationship.
- Be flexible on meeting times and places.
- Respond to emails from your mentee in a timely matter.
- Keep information that your mentee has shared with you confidential.
- Establish open and honest communication and a forum for idea exchange.
- Foster creativity and independence. Help build self-confidence and offer encouragement.
- Provide opportunities for the mentee to talk about concerns and ask questions.
- Above all, listen.
Mentor “don’ts”
- Provide your personal history, problems, animosities, successes, or failures - unless they are constructive contributions.
- Encourage mentee to be dependent upon you.
- Be too busy when the mentee needs your friendship or your support. If you do not have time, give the mentee a heads up, so that they know when they can reach you.
- Criticize.
Role of the Mentee
- Initiator: This mentorship is for you. Take responsibility for your own learning experience. After you have met your mentor in person, it is up to you to actively seek out your mentor’s help.
Responsibilities of the Mentee
- Share your expectations of what you want from the mentorship
- Initiate contact with your mentor for meetings after the first meeting.
- Respond to your mentor’s emails within a few days.
- Contact the mentorship committee if there are any concerns or if your mentor is not meeting your needs.
- Complete the mid-term and end of year program evaluation.
Mentee “dos”
- Understand what you want from the mentoring relationship and communicate your goals to your mentor. Balance personal and professional relationship with your mentor.
- Set aside time for the mentoring process.
- Maintain professional communications.
- Come to meetings with the mentor prepared with planned topics.
- Respond in a timely manner to your mentor's feedback.
- Be open and honest with your mentor about your challenges and weaknesses.
- If something concerning the mentor needs to be discussed with others, it should first be discussed within the mentoring relationship.
Mentee “don’ts”
- Blame the mentor if his or her advice doesn't work out.
- Expect the mentor to know all the answers.
- Commit yourself to obligations you cannot keep.
- Cancel meetings/visits with your mentor at the last minute.
Mentorship Guidelines
- You should feel comfortable asking questions to your mentor. The primary goal of this mentorship is to help you transition smoothly into the program and settle into Kingston.
- Please respect your mentor’s time. Be mindful of his or her schedule and when he or she may be busy with exams, assignments, or away on placement. If you have questions about an assignment, provide your mentor with enough time to get back to you before the deadline.
- Please do not ask your mentor for his or her assignments. It has been made clear to your mentor that he or she is not able to pass on assignments. This is so that you get the rich learning experience that our instructors have intended, and so that the integrity of the program is maintained.
- You may ask your mentor to purchase their textbooks from the previous year. However, mentors are in no way obligated to sell them.
Making the Most of Your Mentorship
Communication is key to success in the program. Remember, the mentors have volunteered to participate in this program so they are willing to help, but it is up to you to actively seek out their help.
