The first year is a major challenge for many new students as almost everything in their lives changes – from home and friends to learning methods and a significantly longer list of responsibilities. To help students cope with these challenges, Vilnius Gediminas Technical University (VILNIUS TECH) offers faculty mentorship as a support to first-year students.

Faculty mentorship, one of the strategically planned projects aimed at reducing student dropout rates, was initiated by VILNIUS TECH seven years ago. According to Dr. Vida Navickiene, head of the Educational competence group (ECG), mentorship is an important asset within the academic community, promoting the successful and smooth integration of students, fostering faculty cohesion, and strengthening relationships.

At first, the initiative sparked many discussions, as its goals and planned activities for mentors seemed ambitious and stretched across areas. There were also questions about the healthy boundary of mentor support and attention, which, if crossed, could stifle student independence and responsibility. However, continuous mentor training and meetings over the past five years have helped refine the principles of this project, the main one being an individualised approach to each first-year student.

"With the help of the latest scientific research and gained experience of the best universities, over the past three years we have developed a more individualised relationship with students. Personal conversations encourage learning based on personal decision-making, equality principles, involvement, and the feeling of being part of a community," says Dr. Vida Navickiene.

Understanding student needs is key

In the first year of the project, 40 faculty members became mentors, and this year the number has grown to 50. Although about 10% of mentors change annually, there are veterans who have been successfully involved since the very beginning of the project. One of them is Prof. Dr. Andrius Katkevicius from the Department of Electronic systems at the Faculty of Electronics, who this year received the Best Mentor Award for his active mentoring of first-year students, his ability to establish a close relationship with them, and his attentiveness to their problems.

Prof. Dr. Katkevicius joined the mentor team seven years ago at the suggestion of the department head. At that time, he already had experience in mentoring first-year students, so he accepted the offer without much hesitation. Currently, he is responsible for supporting 40 first-year students in the Department of Electronics engineering.

"My main task is to guide students throughout the entire first year. For simpler questions, they are advised to turn to second-year mentors, but if they can't solve them or if more serious issues arise, they are encouraged to contact the faculty mentor, who either helps directly or directs them to the right place," says Prof. Dr. Katkevicius.

The Best Mentor of the Year starts by meeting first-year students individually, getting to know them, discussing their needs, and providing useful information about various study, career, and other opportunities at the university. This introduction proves especially useful as the academic year progresses and the first difficulties arise.

"First-year students often reach out towards the end of the first semester, for example, if they notice that they are struggling or think that these studies are not for them. Sometimes, after seeing their results, I contact them myself and try to offer advice, share my study experiences, encourage them not to make hasty conclusions and instead take advantage of the opportunities while they still can," shares the professor.

According to him, when giving advice, it is very important to understand the context – whether the student has attended lectures, completed assignments, how they performed – and to determine what would help them the most. Sometimes it's just a matter of encouragement; other times, it's additional consultations. Meanwhile, some students seek extracurricular activities that inspire them and make them feel part of the university community.

"There are students who struggle more with mathematics and physics – subjects that form the foundation of studies in the first year – but they are very talented in construction. Others seem to handle academics well but find the first year boring, lack patience, and want more individual work or creative projects. We try to get to know and understand these students, so that we could guide them in the right direction, for example, by suggesting involvement in creative workshops," Prof. Dr. Katkevicius shares his mentoring experience.

Finding the golden mean

The duties of faculty mentors do not end there – sometimes they have to mediate between professors and students, arrange additional consultations, or provide other assistance. Formalities can present many challenges, especially when students transfer to VILNIUS TECH after completing one or more courses at another university.

"They want to transfer some of their credits, so we need to thoroughly investigate the situation and work with the study vice-deans to find solutions. Last year, we had a first-year student who had completed three courses at another institution but decided to transfer to us. They had accumulated many general study credits, so before each semester, we need to meet and coordinate everything. Some of the credits are recognised in the first year, others in the second, and some even in the third and fourth years," explains the VILNIUS TECH mentor.

It is clear that there are various types of students, situations, questions, and problems, so a faculty mentor needs to be flexible, communicative, empathetic, and observant – this helps to understand and connect with all students, recognise their needs, and anticipate the challenges they may face.

"Again, it's about finding the golden mean – you must be both strict and friendly. When a student comes with problems, you need to know when to help them and when to push them a little so that they pull themselves together because no one else will do it for them," the professor says. He also appreciates the ongoing meetings, training sessions, and lectures organised by the ECG, where mentors can share experiences and improve their skills.

Although this work requires constant improvement, effort, and presents additional challenges, the professor, who has been mentoring for seven years, believes that helping a young person who is starting a new chapter in life is very important or even crucial. Moreover, mentorship benefits not only first-year students – it adds value to the entire university community.

"For university life to thrive and always have a buzz, the involvement of all community members is essential. They create a positive atmosphere, and with that studying goes more smoothly, difficulties are easier to overcome," smiles the Best Mentor of the Year, Prof. Dr. Andrius Katkevicius.