Mentor Student Competencies (MSE27)

Mentor Student Competencies (MSE27)

Madalena Cunha, 2017

They are Mentor’s Student Competencies…Stongly disagree
1		Disagree
2		Don’t agree/ Neither disagree
3		Agree
4		Strongly agree
5
Competencies focused on person
1. Give human / pedagogical / academic / social support / support to Mentorandos.
2. Facilitate the integration of the student without course, in the school, in IPV.
3. Advice.
4. Modelling (be 1 model).
5. Share important experiences with the supervised.
6. Encourage interpersonal relationships with other classmates.
7. Detect talented / enterprising students, and consequently with their agreement, to support their visibility
8. Refer students in situations of health and social risk.
Competencies with a focus on the academic dimension (School/IPV)
9. Inform about the School and the IPV: location of classrooms, study rooms, laboratories, offices and other services of the Central Services of IPV
10. Guide a visit to the IPV School and Central Services.
11. Announce resources / resources / support entities to the IPV Student, Provider, Student Support Office, Students Association, etc.
12. Encourage the practice of activities available at School / IPV Tunas, etc.
13. Report on the scope of Mentorado activities and Praxe activities.
Competencies with a focus on the social dimension
14. Assisting Mentorandos to deal with issues such as scholarships, residency (for displaced students), among others.
15. Organize different and original meetings, for example in cafes / pastry shops or city tours.
16. To reduce the difficulties of adaptation, in the transition from Secondary to Higher Education.
17. Facilitate the integration of internally displaced students from other parts of the country and abroad.
18. To promote a culture of inclusion that promotes personal / social well-being in the individual and collective dimensions.
19. Publicize and promote Portuguese culture.
Competencies with a focus on the pedagogical dimension
20. Advise about the most suitable study materials, places of purchase, among other more specific questions about the functioning of the curricular units.
21. Assist in time management and evaluation time planning.
22. Raise awareness of the difficulties that may exist in the transition from secondary education to higher education, such as increased workload, work pace, potential lower than Secondary, among others.
23. Contribute to the academic success of new students.
24. Contribute to the reduction of school drop-out..
25. Be available to participate actively and on a regular basis in support activities for the Mentorandos.
26. IImplement systematic follow-up of the development of Mentorado activities.
27. Share / disseminate successful strategies with other Mentor students.
In addition to the competences previously described, identify in order of importance other characteristics considered by them, as pertinent to the appropriate student mentor profile:
1st
2nd
3th