ELP Participant Handbook (2015/2016)

L E A D E R S H I P & S T U D E N T E N G AG E M E N T O F F I C E

u c a l g a r y. c a / l e a d e r s h i p

Emerging Leaders Program Participant Handbook 2015 - 2016 1

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Welcome!

Hello and welcome to the Emerging Leaders Program! This program, coordinated through the Leadership and Student Engagement Office, is designed to support the development and success of first-year students at the University of Calgary. You will be introduced to university life and will be empowered to gain valuable leadership skills that can be applied in both academic and life pursuits.

This handbook will serve as your guide throughout the program. All participants will go throughout their year collecting points. This manual and the D2L course has more information about the 2 streams and the point system.

The mentorship/buddyship portion of ELP is usually one of the highlights of this program. This manual and D2L provides you with many resources which we encourage you to use.

The Professionalism section provides some pointers for your first-year experience, emphaszing professional conduct. The Reflection section contains the guidelines for your final reflection, and a set of selfreflection questions to aid you in the process.

As you go through this program, you will have the support of your Peer Helpers and Leadership Ambassador. Do not hesitate to come to us if you have any questions or concerns.

We are thrilled to be a part of your first-year experience and hope you have a meaningful start to your university career!

Getan Malik Leadership Ambassador, Emerging Leaders Program lead@ucalgary.ca Madeleine Hardy | Coordinator, Leadership & Training Programs hardym@ucalgary.ca | 403.210.9638

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Program Points Points are collected throughout the year. It is up to you to keep track of what you attended and then submit them to your Peer Helper. Think of it as a ‘choose your own adventure’ and we encourage you to choose what is interesting to you.

CORE POINTS (Both streams must complete all) • Attend the ELP Meet and Greet - Sept. 10 • Attend the ELP Fall and Winter Retreats - Sept.

12 or 13 and Jan. 17 • Attend the Leadership Exchange - Feb. 6 • Meet with your mentor/buddy four times • Attend the Leadership Gala - April 3 • During the year produce goals/a personal development action plan with your mentor/buddy • Submit a self-assessment/ reflection at the end of the year to be submitted to your peer helpers and completion dates of all point requirements.

Can take a any creative form if accompanied by a 1-page explanation/assessment submissions due April 1 - 10 DEVELOPMENT TIER (Personal leadership stream: 4 points to complete; FYE stream: 2 points to complete)

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• Workshops offered via Student Success Centre, Leadership On Demand, Career Services, Q-Centre, Women’s Resource Centre, etc. (1 point per, maximum two points from workshops) • Attendance at Conferences other than LX (1 point per, maximum two points from conferences) • Service-Learning Project through the CCEL or equivalent body (2 points for participation in one program)

• Ongoing involvement in some type of extra-curricular program at the U of C or in the Calgary community (1 point per involvement, maximum of two points for Involvement; examples include being an active member or executive in a club, being an active member of an intramural or varsity team, ongoing participation in volunteer organizations, SU Volunteer Services, Student Committees, or individual initiatives etc.)

SOCIAL TIER (Personal leadership Stream: 2 points to complete; FYE stream: 3 points to complete) •

Group socials organized by Peer Helpers (1 point per) • ELP-wide designated social events (1 point per, up to LA what to organize/ designate) • Attendance to Views from the Loft events (1 point per event) COMMUNITY TIER (Personal leadership Stream: 2 points to complete; FYE stream: 3 points to complete)

• Attendance to a DINOS game (1 point per game, maximum of 2 points from DINOS games) • Attendance to U o f C theatre productions, music performances, art exhibitions, or other cultural events (1 point per, maximum of two points from these events) • Participation in U of C, SU, or City of Calgary community events (e.g. UCalgary Strong, Calgary Film Festival etc. 1 point per participation, maximum of two points from these types of community events)

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

Emerging Leaders Program Meet and Greet 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 Retreats are an important part of the program to meet other participants and have fun! The winter retreat takes place on Sunday, January 17, 2016.

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 are also ELP-wide socials. Check the important dates to find out more.

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

Read through this handbook and check D2L for more resources.

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Workshops Some things cannot be taught in the traditional classroom setting. To encourage active involvement in the learning process, participants are required to attend two workshops per semester. Look here for some available workshops on campus: • Leadership and Student Engagement: http://www.ucalgary.ca/ leadership/programs/ucl • Career Services: http://www.ucalgary.ca/careers/

studentsandalumni/workshops • Student Success Centre: https://success.ucalgary.ca/myAccount/ssc/ Events.htm 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.

Leadership Gala Whereas the Meet and Greet welcomes you to the program, the Leadership Gala at the end of the year celebrates your 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.

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

Important Dates ELP Wide Socials • Terry’s CAUSE on Campus: September 29 • Friends & Tie Dye night: October 6 • Outrun the Stigma: October 18 • Trick-or-Eat: October 31 • Calgary Dance Marathon: November 14 Last Lecture Talks • October 7 • November 18 • February 10 • March 9

Check-in Dates (with Peer Helpers) • Check-in #1: November 10 • Check-in #2: March 1 • Check-in #3: April 1

Winter Retreat: January 17 Leadership Exchange: February 6 Leadership Gala: April 3 Reflections & points due: April 1 – 10

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What Defines Mentorship?

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

Mentoring is freely given and freely received Mentors/buddies 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. Students should express gratitude and regularly thank their mentors/buddies for their contribution of time and expertise.

Mentoring relationships are built on honesty and trust.

Confidentiality is crucial to this relationship. When there is mutual respect they build a sense of trust in each other and commitment to their relationship. Both parties in this relationship should appreciate working with someone they can trust.

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Mentoring requires constant communication A 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, everyone forms a strong relationship and have an increased chance of achieving the goals they set together.

Your Role in the mentorship/ buddyship relationship: Have an agenda Meetings 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 advisor Even 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.

Reciprocate As 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 loop Strive 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 gratitude Your mentor will no doubt be a busy individual. Make sure you acknowledge the time and energy they put into mentoring you.

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Roles and Responsibilities of Mentors & Buddies Your mentor/buddy will support you by: • Being a sounding board • Sharing their experiences, knowledge and skills • Challenging your ideas to encourage growth • Being a source of accountability • Giving feedback • Supporting you in your first year and empowering you to find your own answers • Encouraging and inspiring you • Assisting you in finding resources, information or solutions • If asked, provide advice

Mentor/Buddy Meetings Here is an outline for your meetings.

Each mentorship/buddyship relationship will have a different dynamic. So long as both student and mentor/buddy feel that their time is productive, deviations are permitted. In short, consider the following a general reference.

First Meeting This meeting should occur before the end of October, ideally once the participant has settled into their classes. The first meeting is an opportunity for students to share their initial experiences in university life and the reasons they are pursuing their studies.

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Expectations for future meetings can be set (e.g. how will subsequent meetings be coordinated? Can you arrange them in advance?). The

student should leave this meeting with an action item for the semester, with the mentor/buddy holding them accountable.

Second Meeting This 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 student, what they enjoyed from their classes, and how they are preparing for final exams.

Mentors/buddies should check-in to see how the students are coming along with their goals.

Third Meeting This meeting should occur between midto late-January and focus on how the student 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/buddy holding them accountable.

Fourth Meeting The final scheduled meeting should occur in late March. Participants will have begun the composition of their final reflection.

Mentors/buddies 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.

Remember: It is important to realize that you need to make your own decisions for your own growth!

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Mentor/Buddy Agreement 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: • • • • • • • • • • • •

Who will arrange our meetings?

How often and where will we meet?

How long will our meetings last?

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

How and when will we communicate between meetings?

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

What level of confidentiality do we need?

How will we keep our discussions confidential?

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?

What happens if we get off track?

Goal Setting SMART Goals are a tool to help you achieve all that you are striving for in their first year of university. They are used to set objectives and design outcomes. Setting SMART goals with your mentor/buddy is one of your core points.

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.

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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.

Relavent: 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.

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

Wheel of Life Goal setting activity: Another way to check-in and see where your are at with your goals and development is to use the ‘Wheel of Life’ exercise.

The eight sections (these are suggestions and can be changed) in the Wheel of Life represents different aspects of life. Seeing the center of the wheel as 1 and the outer edges as 10, rank your level of satisfaction with each life area by drawing a straight or curved line to create a new outer edge. The new perimeter represents the wheel of your life.

If this were a real wheel, how bumpy would the ride be? Where do you want to smooth things out?

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Suggested Goal Setting Format:

Professionalism Professionalism informs how we behave and conduct ourselves, however it can be a difficult concept to understand and master. We have compiled a list of things to remember during your encounters with your mentor and other professionals:

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• Turn off your phone during meetings, interviews, and other formal occasions. Do not insult the person(s) giving you their time. • Shake hands with the person you are meeting; thank them for their time when you leave.

• Make sure your voicemail message is appropriate and clear if you are giving your number out.

• Bring pen and paper to meetings to take notes on important information.

• Bring a list of questions or topics you wish to address in advance; this shows preparation.

• Understand the impressions hygiene and attire convey: it is a sign of respect for others when one displays self-respect.

• Learn about the differences between business formal, business casual, etc. and dress accordingly based on the occasion.

• Carry conversation in a respectful manner, whether you are listening, asking a question, or expressing an opinion.

• Be present. Enjoy the time you have when meeting with professionals.

Professionalism is also expected of you online. As part of the Emerging Leaders Program, you are invited to be a part of the program’s Facebook group. Please review the usage rules below: • Use the wall as a place for relevant discussion and pieces of interest.

• Keep all posts related to requirements, leadership, and involvement opportunities. E.g., Keynote speakers, community events, etc.

• Keep language appropriate, respectful and inclusive.

• Try to refrain from posting personal questions that would be better sent to your Peer Helpers.

• Postings of any advetisements is not permitted • The Leadership Ambassador, Peer Helpers and Leadership and Student Engagement Office reserve the right to delete any post they deem irrelevant or inappropriate.

Consider the following when exchanging emails as a university student, sending emails: • Be aware of the impression your email address makes: the account you made in junior high might have been funny, but not okay in the working world. Also, emails sent from a Hotmail account can end up in junk folders. To be safe, use your @ucalgary.ca account.

• Use succinct and descriptive subject lines. E.g., “English 265: assignment 4 submission” • Start your email off with a salutation. E.g., “Good morning Professor Wiens”

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• Consult your course syllabus for which titles to use in reference to a person. E.g., “Dr.” is used for someone who has a PhD or an MD. Do not be afraid to ask how a person would like to be referred if you are unsure.

• Take the time to ensure that spelling, grammar, and punctuation is correct before sending an email, and be sure of when you are using “reply,” “reply all,” or “forward.”

• Avoid the usage of emoticons and abbreviations in professional emails.

• Use a formal and proper tone when communicating through email. This is a great habit to develop early on.

• Keep your emails concise. Omit needless words. Be direct, do not ramble. (This increases the likelihood of getting a response.)

• Sign your emails appropriately E.g.

“Regards, John” Receiving emails: • Carefully read your emails.

Asking your mentor or professor a question which they’ve already answered conveys a lack of attention on your part. Respect the time and effort put into writing an email by reading them thoroughly.

• It is common courtesy to respond to emails within 48 hours if an action or response is required. You are responsible for reading all emails sent to you from the University of Calgary, your professors, and from programs in which you are a member (e.g., the Emerging Leaders Program).

• To keep your emails organized, create an “Archive” folder for important records, and “Hold” for short-term reminders and emails to follow up.

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Your Reflection Your final reflection is an important part of your experience in the Emerging Leaders Program because it is an opportunity to reflect on what you have accomplished academically, personally and socially in your first year of study. This reflection is to act as a summary of your first year as a student at the University of Calgary, and should focus on the following five points: • Transition • Balance • Integration

• Academics • Goal-setting

Originality and creativity are encouraged in your reflections, if you choose to create a more artistic reflection piece, we ask that you include a onepager describing what you did and why. A creative project could be a newspaper/magazine article, a blog, a vlog (video blog), a podcast, an art creation (painting, photo essay etc.).

Formatting and references (if you choose the reflective paper option): • Will be no less than 3 full pages, and no more than 5 full pages, not including the title page, and if applicable, your reference page • Will have 1” margins, will be doublespaced and written in 12 pt Times New Roman font • Will have a formal title page, and proper in-paper citations (should you decide to use external references) Final reflection to be submitted to your Peer Helpers between April 1 10th, 2016. Format: .doc, .docx, .pdf file. If your format is more creative please send the appropriate link or drop-off your project with the LSE office and follow-up with an email to confirm it has been received. Please put in the subject line of the email: “your name: Final Reflection”

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Leadership & Student Engagement Office MSC 293 ucalgary.ca/leadership | lead@ucalgary.ca

Leadership & Student Engagement Office MSC 293

If you have any questions, concerns or don’t know how ucalgar y.ca/leadership to find an answer or just want to talk to someone about the program please don’t hesitate to connect with us! lead@ucalgar y.ca Getan is the ELP Leadership Ambassador and can be contacted at lead@ucalgary.ca 18