Emerging Leaders Mentor Handbook 2014/2015

Emerging Leaders ProgramMentor Handbook

2014-2015

Name: _____________________________

Mentee(s): _____________________________

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Introduction: Mentors........................................................................ 4MENTORSHIP...................................................................................... 5 What Defines Mentorship?............................................................. 6 Roles and Responsibilities............................................................... 7 - 8 Supporting First-Year Students........................................................ 9 Your Mentee.................................................................................... 10 Mentor Meetings............................................................................. 11GOALS & MENTOR CONTRACT........................................................... 12 SMART Goals................................................................................... 13 Mentoring Contract......................................................................... 15 Mentoring Agreement..................................................................... 16 - 17QUESTIONS TO CONSIDER ASKING YOUR MENTEE............................ 18 - 19 Fall Term Questions......................................................................... 20

Winter Term Questions.................................................................... 21I WISH I’D KNOWN............................................................................. 22 - 23REQUIRMENTS FOR ELP..................................................................... 24 Fall Term Requirements................................................................... 25 Winter Term Requirements............................................................. 26 Requirements 101........................................................................... 27 - 29

Table of Contents

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Welcome Mentors!

To begin, we would like to thank you for being involved in our program! Thementorship relationship in the Emerging Leaders Program (ELP) is continuouslyidentified by students as one of the most valuable components of the program.We would not be able to provide such an experience for students without thetime and energy you give to this program! Thank You!

We are very excited to have you working along side us as we support the growthand leadership development of our first-year students in the ELP this year. Wehave a fantastic group of students and we look forward to seeing them developover the next eight months.

Within this manual you will find two components: a carbon copy of the manualthat the ELP students have been given this year, and specific areas marked with italic headers for mentors: resources that we have added to your manuals that the stu-dents do not have included in their copy. These are resources, activitites and tools to be used as desired or needed. Please feel free to tailor the activitites in a way that is most authentic to your mentorship style and your mentorship relationship with your student(s).

We hope that you enjoy your experience in the program and we look forward toseeing you at the year end Leadership Gala on March 29, 2015.

Please feel free to contact me if you have any questions at any time.

Thank you again and have a fantastic year!

Madeleine Hardy

Introduction: Mentors

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Introduction: Mentors

MENTORSHIP

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This section aims to set each Emerging Leader up for success with their matched mentor. Please take the time to read and consider this section so as to approach your mentorship relationship with confidence. There is no reason to be intimidated: your mentor wants to see you become successful in your transition into university life. Let’s start with a definition.

Mentorship is: voluntary; trust-based; mutually productive and beneficial; active in communication; growth- and discovery-oriented; and focused on clearly defining and achieving the mentee’s personal and/or professional goals. In short, mentors provide support and empowerment for mentees to achieve something important to them.

Keep in mind the following four principles of mentoring:

A mentor is a role modelMentors lead by example. Mentees learn both directly and indirectly from their mentors by asking questions, listening, and oftentimes simply watching. Mentors know that even when they’re not speaking, they are sending a message and providing opportunities for learning.

Mentoring is freely given and freely receivedMentors volunteer their time and talents and in return enjoy intangible benefits. The most effective mentors have achieved many personal and professional successes and are willing to share their experiences with someone else. Mentees should accept their mentor’s input and advice, and regularly thank their mentors for their contribution of time and expertise.

Mentoring relationships are built on honesty and trust.Confidentiality is crucial to mentorship. When mentee and mentor keep the information and ideas they have between them, they build a sense of trust in each other and commitment to their relationship. Both parties in a mentoring relationship should appreciate working with someone they can trust.

Mentoring requires constant communicationA successful mentoring relationship is characterized by frequent and consistent face-to-face meetings, telephone conversations, and/or the exchange of emails. Through dedicated and uninterrupted discussion, mentors and mentees form a strong relationship and have an increased chance of achieving the goals they set together.

What Defines Mentorship?

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Have an agendaMeetings should have a purpose; let your mentor know what you wish to learn/accomplish. Be organized and specific in your request for information or assistance. A helpful tip is to prepare a list of questions in advance for the meeting. For the meeting, be professional in your appearance and in your conversation. During the meeting, be an active listener: take the time to reflect on given advice.

Understand that your mentor is not a therapist or an academic advisorEven if your mentor is a professional advisor, in the context of a mentorship they are meant to be a guide on your first-year journey. They can refer you to different resources, but they are not meant to “tell you what to do.” They understand that your experience is yours to craft, and act in a supportive role.

ReciprocateAs the mentee, understand that you have your own base of knowledge, perspectives, and/or opinions that you can draw from. Your mentor will no doubt appreciate you sharing your ideas. This exchange can lead to fulfilling mentorships: do not be afraid to speak your mind (in a professional way, of course).

Create a feedback loopStrive to follow up on suggestions/agreed-upon next steps made by your mentor and let them know how things develop. Mentorship is akin to a compass: you must refer to it consistently to receive feedback.

Express gratitudeYour mentor will no doubt be a busy individual. Make sure you acknowledge the time and energy they put into mentoring you.

Roles and Responsibilities of a Mentor

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Provide advice and constructive feedbackThrough their acquired experiences, mentors will provide advice and feedback to you throughout your time together. There are some pieces of advice that take time to be appreciated. Whether you agree with them or not, appreciate given advice: they’re free.

Share experiencesMentors will share their stories with you, some containing lessons, others for entertainment. This is the human element of mentorship: the sharing between two people. Once again, do not be afraid to share your own stories.

Provide a source of accountabilityIn terms of the Emerging Leaders Program, you will be working with your mentor to set and pursue goals in your first year of study. This allows them to hold you accountable: they are there to set you up for success.

Provide challenges and ideasAs you transition from high school into university, you will be exposed to new challenges and new ideas. This is how we grow, and your mentor understands that your development is an ongoing process. Keep an open mind and a proactive spirit.

Provide a sounding boardThere will be times when you will face obstacles in your first year. The challenges look different for everyone but it’s almost a rite of passage for students. It is in these moments that your mentor can help you navigate through the storms, and when trust is developed. Remember: your mentor can only give you advice; they will not tell you what to do.

Roles and Responsibilities cont’d Supporting First-Year Students

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Roles and Responsibilities cont’d

As mentors in the Emerging Leaders Program, each of us has the ability to help shape the first-year experience of our mentees, to be there when they have questions, and above all else to help them navigate their transition from high school to university, and help them set reachable goals within their first year.

It is also important to realize that as mentors we are neither our mentee’s counselor nor academic advisor, and as such part of our role is to refer students to other resources as required.

Over the years, many students have commented specifically on the mentoring component, and their excitement at being matched with a mentor. These reasons included having someone to talk to who had been through similar experiences, having someone to help them set goals, someone to help them become acclimated to the University of Calgary campus and its resources, and someone to learn from through hearing about their experiences both during their degree and career path.

Supporting First-Year Students

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A Mentee Is

• A beginner in his/her university career (or in a specific program of study)• Someone who is exploring opportunities for self-enhancement• Someone who wants to do well in university• Someone who has valuable experience that you can also learn from• Someone who is interested in learning and progressing beyond the present

position (in terms of academic study, personal skill development and involvement)

• Someone who needs social connections and community involvement

A Mentee Is Not

• Perfect, or without weaknesses and failing• Someone who needs overall changes in habit, behavior, and the ways he/she

thinks• Someone who will come to you for help all the time• Looking for praise, and cannot withstand constructive criticism• Someone who shares all of your values, and agrees with the way you think

Seven Types of Mentor Assistance

1. Helping mentees think more positively and proactively2. Listening when mentees have a question, problem or topic to discuss3. Identifying mentee’s feelings and verifying them (providing feedback)4. Encouraging positive behaviors, and effectively confronting negative behaviors5. Providing appropriate information and support6. Encouraging and inspiring mentees7. Sharing your relevant experience, knowledge and skills

Your Mentee Mentor Meetings

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Your MenteeBelow is an outline of the minimum four meetings between mentee and mentor. Of course, each mentorship relationship will have a different dynamic. So long as both mentee and mentor feel that their time is productive, deviations are permitted. In short, consider the following a general reference.

First MeetingThis meeting should occur before mid-October, ideally once the participant has settled into their classes. The first meeting is an opportunity for mentees to share their initial experiences in university life and the reasons they are pursuing their studies. Mentors can share some of their background information and where they fit within the university. Expectations for future meetings can be set (e.g. how will subsequent meetings be coordinated? Can you arrange them in advance?). The mentee should leave this meeting with an action item for the semester, with the mentor holding them accountable. Please refer to pages x-y for the Mentoring Agreement and Contract.

Second MeetingThis meeting should occur in mid- to late-November. Mentees should have received their first set of assignment grades and/or midterm marks. This meeting can focus on how the first semester went for the mentee, what they enjoyed from their classes, and how they are preparing for final exams. Additionally, mentees should provide feedback on the action item set from the first meeting.

Third MeetingThis meeting should occur between mid- to late-January and focus on how the mentee feels about their first semester and what they would like to get out of their second semester. A new action item should be set for the semester, once again with the mentor holding them accountable.

Fourth MeetingThe final scheduled meeting should occur in late March. Participants will have begun the composition of their final reflection. Mentors can facilitate reflection by focusing on the highlights of the mentee’s first year, lessons learned from both academic and co-curricular experiences, and goals for the participant’s second year.

Mentor Meetings

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GOALS & MENTOR CONTRACT

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SMART Goals

SMART Goals are a tool to help students achieve all that they are striving for in their first year of university. They are used to set objectives and design outcomes. Setting SMART goals with your mentee will increase their chances of success in completing or reaching their goals.

Specific: It is important when you are setting goals to make them as specific as possible, as a specific goal has a much higher chance of accomplishment than a general one. A specific goal is a goal that will answer the Five “W” questions. It will tell you WHAT is expected, WHY it is important, WHO is involved, WHERE is it going to happen and WHICH attributes are important.

Measurable: In order for a goal to be SMART, it is important that you have some sort of criteria or way of measuring your progress while pursuing your goal. This helps with motivation and staying on track.

Attainable: When setting a goal, it should be something that you feel is achievable. The goal should be challenging, but also realistic.

Relevant: When picking goals, make sure that they matter to you. You will be more likely to try and accomplish the goal if it is significant for you. Often, relevant goals will be in support or alignment of other goals.

Timely: Give your goals a time frame. This will motivate you and help you focus your efforts on completing the goal before the deadline.

Example of a SMART goal: a letter is placed at the end of each statement as it relates to the above SMART equation:

By the end of this academic year (T), I will complete the personal leadership tier of the University of Calgary Leadership (UCL) Program by attending all 5 workshops (S, M & A). Achieving this will give me new skills that will complement my academics (R).

S

M

ART

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SMART Goal Action Measures of Success1. Mentee Responsibility:

Mentor Responsibility:

2. Mentee Responsibility:

Mentor Responsibility:

3. Mentee Responsibility:

Mentor Responsibility:

Mentoring Goals

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Purpose of Contract:________________________________________________________________________________________________________________________________________________________________________________________________________________________

Mentoring will begin on (date): ____________________________________Mentoring will end on (date): ____________________________________Frequency of meetings: ____________________________________

As a mentor, I agree to the following responsibilities:• To provide constructive and honest feedback to my mentee• To respect the confidentiality of our meetings• To share the wisdom I have gained as a result of my experiences• To support my mentee in identifying goals and helping him/her achieve them

Name Signature

Date

As a mentee, I agree to the following responsibilities:• To communicate openly and honestly with my mentor• To accept feedback from my mentor• To come to each meeting prepared• To work with my mentor and on my own to identify goals for development and to

involve myself in that development• To be proactive in maintaining the mentorship relationship, asking for support when

necessary

Name Signature

Date

Mentoring Contract

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Use these guiding questions to develop a mentoring agreement, which is the easiest and most effective way of setting the ground rules for your mentoring relationship:

Meetings and Other Communication

Who will arrange our meetings?

These should be based on mentor availability and mentees should be prepared to be flexible. The mentor will contact the mentee to arrange the first meeting. After the initial meeting, mentees should initiate the organization of meetings.

How often and where will we meet?

These should be at the convenience of the mentor, however both parties should take into account any issues of transport as well as financial costs involved in coffees/dinners/events, etc. Mentors and mentees should be up front with their financial situations as they relate to proposed meetings. Mentees and mentors should both cover their own costs for any meetings unless otherwise agreed. Under no circumstances should mentees assume mentors will cover costs of meetings.

How long will our meetings last?

An average minimum meeting time is one hour, but subject to the schedule of the mentor.

What happens if one of us can’t attend a scheduled meeting?

Mentees should remember the importance of professionalism. If you are unable to attend a meeting, provide notice to your mentor. Contact them by both phone and e-mail to let them know, and make sure to propose another time that would be convenient for your mentor.

How and when will we communicate between meetings?

This should be mentee-initiated. It is best to try and communicate using several methods (ex: in -person, phone, e-mail) in order to learn professional conduct in different mediums. Avoid only communicating via e-mail.

Mentoring Agreement

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Mentoring AgreementWhat limitations, if any, do we want to put in place for our communications?

Mentees and mentors alike should respect one another’s schedules. Unless otherwise stated by mentors, mentees should avoid sending multiple e-mails or making multiple phone calls between meetings. Keeping a journal of questions, comments, reflections and thoughts will help mentees to compile ideas in order to maximize in-person meetings and written or telephone correspondence.

Mentoring Relationship

What level of confidentiality do we need? How will we keep our discussions confidential?

This discussion provides an opportunity for mentoring around the issue of confidentiality. It is recommended that all discussions remain confidential to the mentoring pair with some exceptions:

• If either a mentor or mentee is at immediate risk of harming themselves or others, it is the other part’s legal obligation to report this situation to the appropriate authority (ex: a local hospital, the Calgary Police Service, etc.)

• If either party feels the mentoring relationship is unhealthy, this situation must be communicated to the Leadership Ambassador and the Coordinator of Leadership and Training Programs.

What are individual and joint goals for this relationship? How will we reach our relationship goals? How will we measure our progress towards our goals?

Mentors should guide mentees in goal-identification, goal-setting, goal-implementation and evaluation.

What happens if we get off track?

Leadership and Student Engagement will support the success of each mentoring pair. If either party feels they are ‘off track’ and unable to find a solution, the appropriate staff member will guide the pair through the process keeping in mind the pair’s goals for the mentoring relationship.

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QUESTIONS TO CONSIDER ASKING YOUR MENTEE

Transition Questions• How are you finding the transition from high school to university? Things to

consider: size of high school vs. the University of Calgary; is the student feeling overwhelmed? Is the student coming straight from high school, or did the student take a year off? Is the student a transfer student?

• Do you feel you were adequately prepared for the university experience?• Where do you need help? Do you feel aware/comfortable of where to receive

help?

Academic Questions• What is your major, and what type of course load do you have?• Do you know how to access Program Advising in your faculty?• Does your faculty feel like the right fit for your skills, abilities and interests?• Are you familiar with what plagiarism actually is and the policies surrounding

it? (Academic Misconduct)

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• What do you want to do after university? Why did you choose the academic program you are enrolled in? Do you have a clear understanding of where your faculty and program will take you?

Involvement Questions (What is the student passionate about?)• Have you found a community on campus that speaks to some of your

extracurricular activities? What are your interests? Academically? Co-Curricular? Outside of university?

• Are you involved on campus? Volunteering? Playing sports? Working?• Are you aware of the impact of inappropriate social actions on your academic

career? (Non-Academic Misconduct)

Health and Balance Questions

• What do you think the appropriate balance is between your academic obligations and the rest of your life?

• Do you know your health is key to having a successful academic career?• Not just physical, but mental health as well. Do you understand what being a

healthy student entails?• Do you have a good support system (friends/family/professionals) to rely on if

you’re overwhelmed?

Goal Setting Questions

• What are your personal goals? Short term: this year, your university/undergraduate career Long term: general life, career goals, socially, etc.

Final Meeting of the Year Questions• What was your favorite aspect of the year? Why?• What was your least favorite aspect of the year? Why?• What is one thing that your faculty, department, or the university could do to

improve the first-year experience overall? If you could change anything about the club or organization you are involved with, what would it be?

• What have you learned through your leadership involvement, and about your personal leadership style?

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Fall Term Questions

Fall Leadership Retreat

• What skills did you develop at the fall retreat?• How did the retreat contribute to your personal growth as a leader?• What did you learn about yourself and others at the fall retreat?• Was the fall retreat what you expected? • What suggestions do you have to improve the retreat?

Social/community events (answer these questions for each social you attend)

• Date of social:• Peer Helper(s) running the social:• What was the social? What did you do at the social?• How did the social relate to leadership?• What did you get out of the social?• What did you learn about yourself at this social?• How would you improve the social?

Workshops (answer these questions for each workshop you attend)

• Date of workshop:• Name of workshop:• What skills did you gain by attending this workshop?• How will you apply these skills in your life?• What have you learned about yourself from attending this workshop?

Keynote

• Date of keynote:• Name of keynote:• What was the topic of the keynote presentation?

Mentor Meetings

• What action item did you and your mentor create for you this semester?• How did it feel to exchange views with someone?

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Winter Term Questions

Winter Leadership Retreat

• What did you learn about yourself from the StrengthsFinder activity?• What did you learn about effective teamwork strategies during your afternoon activi-

ties?• What suggestions do you have to improve the retreat?

Social/community events (answer these questions for each social you attend)

• Date of social:• Peer Helper(s) running the social:• What was the social? What did you do at the social?• How did the social relate to leadership?• What did you get out of the social?• What did you learn about yourself at this social?• How would you improve the social?

Workshops (answer these questions for each workshop you attend)

• Date of workshop:• Name of workshop:• What skills did you gain by attending this workshop?• How will you apply these skills in your life?• What have you learned about yourself from attending this workshop?

Keynote

• Date of keynote:• Name of keynote:• What was the topic of the keynote presentation?

Mentor Meetings

• What action item did you and your mentor create for you this semester?• What traits of your mentor do you wish to emulate?

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At the end of last year studetns we’re asked to reflect on their first year and share what they wish they’d known. Here is what they shared:

Academic/Transition: • General tips and suggestions for navigating the transition from high school to

university• How to cite references properly when writing academic papers at the university

level• The resources available to me; where they are, and how to access them• That the Library has subject-specific librarians, a great resource when getting

ready to write a paper• That the Information Commons in the library link is open 24/7 to students

during exams, and is often a great quiet studying space• How to use my student card; putting money on it, and all the facilities it gives

me access to• One of the most common: I wish I’d known the importance of talking to my

faculty/academic advisor!• That academics are important, but they’re not the only important part of

university life!• To truly make the university experience an enjoyable and beneficial one, it’s

important to get involved in a variety of activities aside from courses

I WISH I’D KNOWN...

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Campus Involvement:• I wish I’d known about the Student Success Seminars and U of C Leadership

Workshops• The multiple events throughout the year that happen on-campus; when and

where• How to get involved, and where to look to get involved• How to volunteer and become involved with organizations and clubs that

are in line with my passions (for example, in service learning, and helping marginalized populations)

• That the Women’s Resource Centre has a ton of volunteer opportunities• That almost every department has multiple student clubs• That UC International (CISSA) has many involvement opportunities for both

Canadian and International students, as well as multiple opportunities to travel and study abroad

• That both the Summer and Fall Orientation programs are fuelled by students, and recruit close to 300 student volunteers each year

• That the Campus Tri-Media Alliance (NUTV, CJSW, and the Gauntlet) is run by students, for students, with students dictating what will be broadcast

• Would have wanted to know more about SU Clubs Week and other campus organizations that didn’t partake in Clubs Week

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REQUIREMENTS for ELP Students

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The ELP students are asked to keep track of which activities they use to complete re-quirements. At the end of the semester they will be required to complete a spread-sheet to submit to their Peer Helpers.

Attend the Emerging Leaders Program Meet and Greet during Fall Orientation Week on Thursday, September 4, 2014

Attend the Fall Leadership Retreat in Kananaskis on Saturday, September 13 or Sunday, September 14, 2014

Participate in three social events or community events (of which one is volunteering for Meal Exchange’s Trick or Eat or Distress Centre on Campus Club’s Outrun the Stigma)

Attend two meetings with your Mentor

Attend a keynote speaker event on campus or within the Calgary community

Attend two university-related workshops

Participate in an on-campus club, society, service-learning initiative or equivalent

Fall term requirements due November 30, 2014

Fall Term Requirements

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The ELP students are asked to keep track of which activities they use to complete re-quirements. At the end of the semester they will be required to complete a spread-sheet to submit to their Peer Helpers.

Attend the Winter Leadership Retreat on Sunday, January 11, 2015

Participate in three social events or community events (of which one is the Leadership Exchange hosted by Leadership and Student Engagement on Satur-day, February 7 or the Canadian Cancer Society’s Relay for Life)

Attend two meetings with your Mentor

Attend a keynote speaker event on campus or within the Calgary community

Attend two university-related workshops

Continued participation in an on-campus club, society, service-learning initia-tive or equivalent

Attend the year-end Leadership Gala on March 29, 2015

Complete and submit a personal reflection at the end of the program

Winter term requirements due March 31, 2015

Winter Term Requirements

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Winter Term Requirements

Each requirement of the Emerging Leaders Program is meant to engage participants in the campus community. This section will provide an outline of each requirement along with examples of activities that can fulfill each requirement.

Emerging Leaders Program Meet and Greet

Traditionally held during Orientation Week, the Meet and Greet brings together all participants of the Emerging Leaders Program. Get introduced to your respective group and Peer Helpers. Review program expectations and get tips from the program’s Leadership Ambassador.

Leadership Retreats

A Leadership Retreat is held near the beginning of both Fall and Winter terms. Retreats bring together all program participants to engage them in group activities and provide in-depth exploration of leadership concepts. The Fall Leadership Retreat is held in Kananaskis on Saturday, September 14 and Sunday, September 15. Participants are required to attend only one of the two dates. Please check your email for more specific instructions. The Winter Leadership Retreat will be held on campus on Sunday, January 11. This retreat focuses on individual talents and will feature a team competition.

Social/community events

Each group is led by two Peer Helpers who are responsible for creating group social events throughout the year. These events are designed to develop a sense of community for first-year students: think of your group as a support network as you traverse university life. Activities range from potlucks to game nights to volunteering. There will be about two events hosted per month (for October, November, February, and March). You must attend two of these Peer Helper-led events each term (and you are welcome to attend more). Additionally, there will be two program-wide community events per semester. These events bring together the entire cohort of the program, and are designed to support the larger campus community. You must attend one of these events per semester. Your Peer Helpers will send out information and reminders as these events approach.

Mentor Meetings

You are required to meet with your mentor twice per semester.

Requirements 101

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Keynote Speaker Events

To increase your awareness of campus events and to develop an appreciation for new ideas, you are required each term to attend a keynote speaker event on campus or within the Calgary community. Each faculty on campus holds speaker events throughout the year, but you are welcome to attend an event outside of your faculty. Part of being an Emerging Leader is not only acquiring ideas, but developing a critical mindset during the process.

Participation in an on-campus club, society, service-learning initiative or equivalentStudent leadership involves finding one’s passion. First-year students have an excellent opportunity to explore what the campus has to offer. To encourage exploration, the program requires participation in a club (typically within the Students’ Union), a society (within the student’s respective program or faculty), or a service-learning initiative (a project that contributes to the larger community).

Remember that it is the quality of contribution that defines engagement, not the quantity. First-year students should focus on one or two co-curricular activities throughout the year that interests them.

As a reminder, Leadership and Student Engagement operates the Co-Curricular Record (CCR), an official “transcript” for non-academic activities. The Emerging Leaders Program is an activity which can be placed on the CCR, as well as the certificates which come from completing the UCL workshops. Almost all clubs within the Students’ Union exist in the CCR database. Start building your co-curricular experience now and build your personal leadership identity along the way.

For more information on the CCR, visit: https://leadership.ucalgary.ca/about/pageOne.htm

Workshops

Some things cannot be taught in the traditional classroom setting. First-year lectures in particular are restrictive in terms of class discussion and student participation. To encourage active involvement in the learning process, participants are required to attend two workshops per semester. Available workshops on campus:

Leadership and Student Engagement*: http://www.ucalgary.ca/leadership/programs/uclCareer Services: http://www.ucalgary.ca/careers/studentsandalumni/workshopsStudent Success Centre: https://success.ucalgary.ca/myAccount/ssc/Events.htm

Requirements 101 Cont’d

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Participants are encouraged to select workshops they consider relevant to their personal goals. The experience will be more enriching if you are interested in the topic.

*Workshops offered by the University of Calgary Leadership (UCL) Program can be used to obtain a certificate. Please visit the website for more information.

Leadership Gala

Whereas the Meet and Greet in Orientation Week welcomes students to the program, the Leadership Gala at the end of the year celebrates their first-year success. This is a formal event for students involved in all programs offered by Leadership and Student Engagement, and a great way to take a break from studying before final exams.

Personal Reflection

The final requirement of the Emerging Leaders Program, participants are asked to submit a reflection of their first-year experience.

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