Setting Boundaries. Description Each workshop shall be x minutes in duration and hosted over the course of x weeks. Following successful completion of the mentor training, the Contractor shall work with its Subcontractors to assign mentors to its mentees. Briefly describe the mentoring program. Is it structured? More casual? How frequently will mentors and mentees meet? What are the goals and objectives of the program? The Contractor shall provide NYSERDA with a list of mentors and mentees, an outline of the coaching and mentoring program, and a summary report of activities conducted in the program over the Project period. Task 6 Deliverables: List of mentors and mentees. Outline of coaching and mentoring program. Summary report of activities conducted in the program over the course of the Project period.
Setting Boundaries. Setting boundaries is an essential part of being a TA, especially in Women’s and Gender Studies where we deal with issues of personal trauma and growth. You will find that students often share their feelings, thoughts, and experiences with you and that they sometimes will ask you for advice and support. In this regard, you need some clear boundaries to do your job effectively and to provide your students with proper training and care. One of the problems WGST TAs often face is that they become close to their students and then the students feel betrayed or let down when they don’t get the grade or outcome they want. You therefore have to maintain a professional distance. The general guidelines listed below will help you establish a healthy relationship with your students. First some general “DON’Ts”: • DON’T ‘friend’ your students on social networking sites such as Facebook. • DON’T communicate with your students using your personal email address. The University requires all email communication with students be conducted through Carleton email accounts. Noting this regulation during tutorial may assist you in maintaining this stance. • DON’T give students you home or cell phone number. • DON’T provide students with advice on personal issues. This last one can be the most challenging because when someone talks to you about an issue that is distressing, you may want to help. You can be supportive without offering advice; you can comfort them and show them sympathy. Remember, however, that you are NOT a counsellor; refer students to professional supports (see list of the University Support Services with their coordinates and other key information at the end of this manual). If you believe it necessary (e.g. a student is in crisis), you may walk the student to the appropriate office and assist her/him in obtaining assistance. There are also many things you can do to support students while maintaining a professional boundary. • DO provide students with information on support services on campus. • DO refer students to the course Instructor when they have questions about the material or about deadlines or other issues that you are not able to answer. • DO remind students about due dates, deadlines from the University calendar, and of the course policy on late assignments, extensions, and other regulatory matters.
