How to Get Involved — E-Mentor!
Welcome to SOLA's family of mentors and tutors!
Mentoring is an integral part of what each individual student gains at SOLA. We are inexpressibly thankful for every single volunteer's time and dedication.
We want to learn more about you before pairing you with a special student! We work hard to accommodate individual needs in terms of experience and interests as well as time and frequency available.
Every SOLA mentor and tutor is invited to:
Mentoring is an integral part of what each individual student gains at SOLA. We are inexpressibly thankful for every single volunteer's time and dedication.
We want to learn more about you before pairing you with a special student! We work hard to accommodate individual needs in terms of experience and interests as well as time and frequency available.
Every SOLA mentor and tutor is invited to:
- Participate in a dedicated online community network;
- Connect to an each other through an online discussion group to exchange experiences, share lessons learned, get answers to common questions—and find inspiration! ;
- Join in monthly online meetings;
- Access guides and materials from which to work with students; and
- Submit a résumé or C.V. (or informal bio blurb) for our information and files.
SOLA students are ever conscious of their commitment to themselves and to their SOLA community, embodied in our code of honor and conduct, which we invite you to read (here).
We caution volunteers in advance never to divulge information about students. We also advise all to prepare only to suggest rather than dictate or rewrite, especially during fall/spring school application periods. Above all, please keep in mind that each student was accepted at SOLA with their express intent to return to Afghanistan. Along the journey to that goal, we encourage students to consider all educational opportunities without bias, whether in the U.S., other countries, or even in Kabul. We ask that students be encouraged to consider all options with an open mind from the outset.
Sola! ("peace" in Pashto)
Thank you very much for your willingness to help SOLA!
Your SOLA team & Shabana
Please address questions and comments to Rian, U.S. Operations, 401 243 3377.
We caution volunteers in advance never to divulge information about students. We also advise all to prepare only to suggest rather than dictate or rewrite, especially during fall/spring school application periods. Above all, please keep in mind that each student was accepted at SOLA with their express intent to return to Afghanistan. Along the journey to that goal, we encourage students to consider all educational opportunities without bias, whether in the U.S., other countries, or even in Kabul. We ask that students be encouraged to consider all options with an open mind from the outset.
Sola! ("peace" in Pashto)
Thank you very much for your willingness to help SOLA!
Your SOLA team & Shabana
Please address questions and comments to Rian, U.S. Operations, 401 243 3377.
E-mentoring goals
SOLA’s e-mentoring program connects students with older and more experienced English speakers. Mentors are caring role models who hold high personal and academic expectations of students. They help guide and support students in their pursuit of academic excellence, leadership development, and education and career exploration.
The program supports the transfer of knowledge and the building of capability in both student protégés and mentors. A productive mentor/protégé relationship offers a comfortable, constructive, criticism-free environment. Mentoring inherently involves continuous personal change and growth. As such changes occur, friendships also grow. These friendships can last a lifetime.
Conversely, both mentors and students must realize that some expectations will be unmet and mistakes will happen. In addition, students must take some risks and show initiative. The mentor’s role is to help and support, not rescue or complete tasks for the students. This is true in the preparation and writing of all academic or professional documents, especially applications. Students may not receive any outside assistance in completing applications—any indication of outside assistance can be grounds for immediate student disqualification.
The program supports the transfer of knowledge and the building of capability in both student protégés and mentors. A productive mentor/protégé relationship offers a comfortable, constructive, criticism-free environment. Mentoring inherently involves continuous personal change and growth. As such changes occur, friendships also grow. These friendships can last a lifetime.
Conversely, both mentors and students must realize that some expectations will be unmet and mistakes will happen. In addition, students must take some risks and show initiative. The mentor’s role is to help and support, not rescue or complete tasks for the students. This is true in the preparation and writing of all academic or professional documents, especially applications. Students may not receive any outside assistance in completing applications—any indication of outside assistance can be grounds for immediate student disqualification.
Mentee responsibilities:
- Initiate weekly e-mails to mentor
- Schedule and participate in weekly Skype sessions
- Answer e-mails from mentor
- Share thoughts, feelings, experiences, and goals
- Be reliable, honest and dependable
- Work hard to improve English speaking, listening, reading and writing skills
- Build vocabulary and prepare for the TOEFL
- Explore cultural differences and values
Mentor responsibilities:
The effective mentor offers information, contacts, challenges and support. The mentor assists in the mentee’s goal-setting process by offering questions, advice and role modeling. The mentor conveys and reinforces expectations while respecting the mentee’s preferences, abilities and choices. The mentor listens openly and gives fair and honest feedback. The mentor may wear several hats, including coach, teacher, advisor and friend. Typical mentor tasks and obligations include:
- Respond to mentee’s e-mails in a timely fashion (critical to developing a relationship).
- Be open, patient and positive in response to all questions.
- Share articles or other sources of information.
- Share successes and failures in discussing real life stories. We are our stories; these are some of the most powerful tools we can share.
- Consider your mentee’s confidentiality at all times.
- Suggest rather than dictate or rewrite.
- Mutually agree on a schedule that includes frequency of contact and duration of the formal mentorship.
- Contact SOLA program coordinators with any issues, problems or questions.
Program Outcomes
- Students learn to take charge—focus on what they can influence rather than what is out of their control
- Students learn to demand the best of themselves—accept responsibility for their actions and attitudes
- Students learn the importance of teamwork
- Students understand and pursue academic integrity
- Students learn to be patient—with themselves and with others
- Students learn to value diversity—be confident in themselves so they are free to accept the differences of others
- Students learn when to work independently and when to ask for needed help
- Students and mentors learn that they have the ability to make a difference in their lives and someone else’s life
- Enduring relationships between students and their mentors are developed through a mutual respect for different points of view and the different stages in life
