Introduction

The decision to intern as a cybersecurity mentor/advisor often stems from a mix of personal motivation, professional development, a desire to contribute to the field, and a wish to support the next generation of cybersecurity professionals. Being a mentor enhanced my communication, leadership, and teaching abilities. By guiding and advising newcomers, I can solidify my own understanding of concepts and technologies in cybersecurity. Mentoring brought me personal satisfaction. Witnessing growth and success of mentees can be rewarding and fulfilling.

I am passionate about cybersecurity and want to share my knowledge and tips I’ve learned during my college career by helping newcomers navigate through the portal or how to balance being a full-time student and working a full-time job. Working with incoming freshmen can positively impact their learning experience and help shape the future of cybersecurity education. Mentors can influence the next generation of professionals by providing guidance and insights.

Overall, I see mentoring as a way to contribute to the growth and development of future professionals. I also see mentoring as a way to give back to my community. I have benefited from similar guidance during my education and want to pay it forward. Engaging with students and faculty members during my internship expanded professional networks. It led to collaborations, letter of recommendations to get my master’s degree, and job opportunities. Taking on an internship as a cybersecurity mentor/advisor can be driven by a combination of personal fulfillment, a desire to contribute to the field, a wish to foster future talent, and a commitment to continuous learning and development.

I have several learning outcomes that I’ve achieved during my internship. First, resource navigation and research skills. I encouraged my mentees to develop strong research and resource navigation skills within the cybersecurity domain. I guided them on how to find credible sources of information, navigate academic journals, and online resources effectively.

Second, critical analysis and reflection. Fostering mentees’ abilities to critically analyze cybersecurity issues and reflect on different perspectives. Encouraging them to explore diverse viewpoints, consider various approaches to solving problems, and engaging in critical discussions is self-fulfilling. I can facilitate reflective exercises, discussions, or debates on cybersecurity topics to enhance critical thinking skills.

Last, mentorship and collaboration skills. I encouraged mentees to develop mentorship and collaboration skills. This involved fostering an environment where mentees can seek guidance, collaborate with peers, and learn from each other. I created opportunities for mentees to participate in teamwork activities and engage in peer mentoring sessions to cultivate these skills.

These learning outcomes focus on developing skills and abilities that are crucial in cybersecurity, such as effective information gathering, critical thinking, and collaboration, without directly imparting knowledge through traditional teaching methods. Instead, the emphasis is on empowering mentees to acquire these skills themselves through guidance, exploration, and interaction.

Describe the beginning of my internship

Old Dominion University (ODU) is a public research university located in Norfolk, Virginia. Founded in 1930 as the Norfolk Division of the College of William & Mary, it became an independent institution in 1962 and adopted its current name, Old Dominion University. ODU has since grown into a comprehensive university offering a wide range of undergraduate, graduate, and doctoral programs.  The university’s history is rooted in providing accessible higher education to the Hampton Roads region. Over the years, ODU has expanded its academic offerings, facilities, and research initiatives, becoming a prominent institution in Virginia’s higher education landscape.

ODU offers a diverse array of programs across various disciplines, including business, engineering, education, health sciences, arts and letters, science, technology, and more. The university is known for its emphasis on research and innovation, with numerous centers and institutes dedicated to advancing knowledge in various fields. ODU is recognized for its commitment to online education, providing a range of online programs to cater to diverse student needs. The university has a strong focus on community engagement and outreach, collaborating with local businesses, organizations, and government entities. It has a vibrant campus life, offering various student organizations, athletics, cultural events, and opportunities for personal and professional development. ODU often collaborates with local industries, governmental bodies, and research organizations for initiatives spanning various fields, including cybersecurity, maritime studies, health sciences, and more.

For interns, Old Dominion University provides an enriching environment to engage in educational, research, or administrative roles. Interning at ODU might involve assisting faculty, participating in research projects, supporting administrative functions, or mentoring and guiding students in specific academic areas. The university’s commitment to research, education, and community engagement makes it an attractive place for students and professionals interested in contributing to higher education and academic advancements.

The Academic Success Center (ASC) at Old Dominion University is a vital resource dedicated to supporting students in achieving their academic goals by providing various services and programs aimed at enhancing learning, study skills, and academic success. While specific historical details may vary, the ASC’s evolution typically follows the growth and changing needs of the university. The Academic Success Center at Old Dominion University was likely established to address the evolving needs of students and to offer centralized academic support services. The center would have been created as a response to the university’s commitment to ensuring student success and providing resources to support students academically.

In summary, the Academic Success Center at Old Dominion University serves as a hub for academic support, offering a range of resources and services aimed at empowering students to succeed academically by enhancing their skills, knowledge, and confidence in their studies. Its evolution reflects the university’s commitment to providing holistic support for student success.

Initial orientation and training

Becoming a peer mentor at Old Dominion University involves initial training and making a first impression that sets the tone for my role in guiding and supporting fellow students. For my initial training I was introduced to the responsibilities, expectations, and goals of being a peer mentor at ODU. This session covered the mentorship program’s structure, objectives, and guidelines.

I participated in workshops and attended open house events designed to equip me with essential skills. These workshops prepared me to cover effective communication, active listening, building rapport, setting goals, confidentiality, and other relevant topics. Understanding my role as a peer mentor is crucial, Training might involve clarifying what is expected of me, my boundaries, and resources available for mentors and mentees. I had the opportunity to shadow experienced mentors and observe ongoing mentoring sessions to gain practical insights into the mentoring process.

Initial impressions

As a peer mentor at Old Dominion University, making a positive initial impression is crucial to establishing credibility, building rapport with mentees, and setting the tone for a successful mentoring relationship. Professionalism and preparedness is important. Arriving on time for meetings or sessions demonstrates respect for my mentees’ time and commitment. Being well-prepared for my initial interactions is another principle. Familiarizing myself with the mentorship program’s goals, guidelines, and resources is preparation that’s needed.

Approachability and engagement is another initial impression I aimed to create. Having a warm and friendly demeanor creates a welcoming atmosphere by displaying warmth, friendliness, and approachability. Listening actively to my mentees involves active listening skills to understand their concerns, goals, and needs. Engaging proactively is vital by initiating conversations and activities to encourages open communication and establish a comfortable environment for mentees to express themselves. Encouraging mentees to share their expectations and goals, fosters a mutual understanding of how I can support them. Expressing my availability and willingness to support mentees let them know they can reach out to me when needed. After the initial meeting, following up with mentees reinforced my commitment and offer further assistance and guidance.

Creating a positive initial impression involves embodying professionalism, approachability, empathy, and preparedness. It lays the foundation for a trusting and supportive relationship between mentors and mentees, fostering an environment conducive to academic and personal growth within the peer mentoring program at Old Dominion University.

The management environment

As a peer mentor at Old Dominion University, the management environment within the internship program encompasses several key aspects. First, supervision and support. This program has a designated coordinator overseeing the peer mentoring program. Their role provides guidance, oversight, and support, ensuring the program runs smoothly. The management environment includes a support structure comprising university staff or faculty members who offer assistance, advice, and resources to peer mentors.

Second, clear internship guidelines and expectations. The internship has clear guidelines, objectives, and expectations for peer mentors. This includes outlining the roles, responsibilities, and boundaries of mentors within the internship. The internship also fosters regular communication channels such as meetings, emails, or online platforms, to keep peer mentors updated about program changes, important dates, and relevant information. There are also mechanisms in place for mentors to provide feedback on the internship’s effectiveness, challenges faced, and suggestions for improvement.

Last, adaptability and flexibility. The management environment demonstrates changes in the internship structure, student needs, and university policies, ensuring that the peer mentoring internship remains responsive and relevant. The internship is flexible, allowing for adjustments based on evolving circumstances or feedback from mentors and mentees.

Overall, the management environment for the peer mentoring internship at Old Dominion University likely emphasizes structured guidance, clear communication, support mechanisms, ongoing development, and flexibility to ensure the success and effectiveness of the internship.

Major work duties and assignments

As a peer mentor for cybersecurity students at Old Dominion University, my primary responsibility is to provide guidance, support, and assistance to incoming students pursuing studies in the field of cybersecurity. I play a crucial role in helping these students navigate their academic journey, foster a sense of community, and aid in their successful integration into the cybersecurity program. I assist with academic guidance and support. I provide academic guidance by helping students understand course requirements, degree pathways, and curriculum specifics within the cybersecurity program as well as directing students to relevant resources for academic support, such as tutoring services, study groups, and academic workshops.

I serve as a mentor and advisor, offering advice on study strategies, time management, and effective learning techniques tailored to cybersecurity courses. Conducting regular meetings or sessions to check in on mentees’ progress and provide encouragement and motivation is required. I shared valuable resources, such as articles, journals, online tools, or learning materials relevant to cybersecurity, to enhance students’ knowledge and understanding.

By fulfilling these duties and assignments, peer mentors contribute significantly to the success and integration of incoming cybersecurity students at Old Dominion University, fostering a supportive and conducive environment for their academic and professional growth in the field.

How my major work duties are necessary to the business

Each of those duties are necessary for the program because they are essential components of a comprehensive program. First, introducing students to university systems, resources, and program specifics during orientation helps them acclimate faster, reducing stress and confusion during their initial days.

Providing academic guidance ensures students understand the curriculum, prerequisites, and degree pathways, fostering a clear understanding of their academic journey in cybersecurity. Mentoring offers personalized support, aiding in the adjustment to university life, addressing individual concerns, and promoting a positive and supportive learning environment. Also, providing resources and information helps students access valuable materials and stay updated on industry trends, reinforcing their learning and knowledge in cybersecurity.

These duties are essential because they collectively contribute to the success, well-being, and integration of incoming cybersecurity students into the university environment. Each duty addresses specific aspects crucial for students’ academic, social, and personal development, creating a robust and supportive mentorship program tailored to meet the needs of students entering the cybersecurity field.

Specific use of skills during the internship

Being a peer mentor for upcoming cybersecurity students at Old Dominion University (ODU) without directly teaching them cybersecurity still requires a range of valuable skills to effectively guide and support these students.

Prior to the internship, I already had great communication skills. Listening attentively to mentees’ concerns, challenges, and aspirations and clearly conveying information, providing guidance, and explaining academic resources available without diving into specific cybersecurity content are important to display.

I’ve developed mentoring and advising skills during the internship. I provided general academic guidance, study strategies, and time management tips without delving into technical aspects of cybersecurity. I assisted with course selection, discussing academic goals, and offering support in navigating through systems and resources. For example, I directed mentees to university resources such as tutoring services, academic workshops, and career development programs that can support their academic journey. Sharing general academic success tips, study habits, and time management techniques applicable across various fields of study makes me feel accomplished.

I’ve attained leadership and organization skills. I Inspired mentees by setting a positive example and fostering a supportive community among cybersecurity students. Managing mentoring schedules, meetings, and follow-ups effectively to ensure mentees receive appropriate guidance and support enhanced my organization skills.

These skills empowered me to guide and support upcoming cybersecurity students at ODU without explicitly teaching them cybersecurity concepts. Instead, the focus is on fostering their academic success, providing general support, and aiding their transition into university life.

How did the ODU curriculum prepare me for the internship

The skills required for being a peer mentor at Old Dominion University (ODU), not solely based on the curriculum, often intertwine and complement each other in various ways. Effective communication is fundamental in mentoring.

 Active listening, a part of communication skills, enhances the ability to understand mentees’ concerns and provide guidance without delving into specific curriculum-based teaching. Interpersonal skills, including building rapport and empathy, reinforce the mentor-mentee relationship.

Empathy also helps mentors connect with mentees on an emotional level, supporting them in their transition to university life. Empathy, a crucial aspect of emotional intelligence, supports effective leadership.

A leader who understands and empathizes with mentees fosters a more inclusive and supportive mentorship environment.

Leadership qualities and organizational skills are closely linked. Effective leaders are often well-organized, managing their time and schedules efficiently to provide consistent guidance and support to mentees.

These connections illustrate how the various skills needed for being a peer mentor at ODU, not solely based on the curriculum, often work in tandem to create a holistic and supportive environment for mentees. They reinforce each other and collectively contribute to the success of the mentorship program in guiding and supporting upcoming cybersecurity students.

Describe the most motivating or exciting aspects of the internship

Being a peer mentor to upcoming cybersecurity students at Old Dominion University (ODU) can be incredibly motivating and exciting due to several fulfilling aspects. Helping others succeed and witnessing mentees’ growth, academic success, and personal development as they navigate their cybersecurity education journey can be highly rewarding. Guiding future professionals in cybersecurity allows you to contribute to the growth and development of the field by nurturing new talent.

Creating connections anddeveloping meaningful relationships with mentees and fostering a sense of community among cybersecurity students can be gratifying. Being part of a support network for mentees, providing guidance, and creating a supportive environment for their academic journey can be fulfilling. Engaging with mentees can provide opportunities for continuous learning, staying updated on new perspectives, and understanding different learning styles.

 It’s inspiring to contributing to a diverse and inclusive university culture by supporting students from different backgrounds pursuing cybersecurity education. Building connections with mentees, faculty, and professionals in the cybersecurity field can lead to valuable networking opportunities. Gaining experiences and connections through mentoring contributes to future career prospects and opportunities in the field.

Knowing that I am making a difference in the lives of others and contributing positively to their academic journey can bring a deep sense of fulfillment and satisfaction. The opportunity to guide, support, and positively impact the lives of upcoming cybersecurity students at ODU can be motivating and exhilarating, fostering personal and professional growth while contributing to the development of the cybersecurity community.

Describe the most discouraging aspects of the internship

While being a peer mentor to upcoming cybersecurity freshmen at ODU can be rewarding, there might be some discouraging aspects, especially for an upcoming undergraduate. Balancing mentorship responsibilities with my own academic workload can be challenging. Being an undergraduate student, managing time for studies, personal life, and mentoring might become overwhelming. Facing pressure to meet both my own academic expectations and the expectations of mentees or the mentorship program can lead to stress and feelings of inadequacy.

Feeling unprepared due to limited experience or expertise in the field led to self-doubt or imposter syndrome when guiding freshmen who might expect more seasoned advice is another struggle. Coping with situations where I may not have all the answers or solutions to mentees’ problems or struggles can be discouraging, especially if I feel I am unable to provide adequate support. Investing emotionally in mentees’ struggles or challenges can be draining, especially if I’m dealing with my own academic stressors or personal issues.

It’s essential to recognize these potential challenges and prepare strategies to address or cope with them. Seeking guidance from experienced mentors or program coordinators, setting boundaries, practicing self-care, and continuously learning and growing helped me mitigate these discouraging aspects and make the mentoring experience more manageable and rewarding.

Recommendation for future interns

There are several recommendations to prepare future interns in the peer mentorship internship for upcoming cybersecurity students at Old Dominion University (ODU) before starting. First, familiarize yourself with the program. Understand the goals, objectives, and expectations of the program. Review any available program materials provided by ODU. Clarify the responsibilities, boundaries, and expectations of a peer mentor. Understand how your role aligns with the goals of the mentorship program.

            Second, develop communication skills, active listening, and empathetic communication. These skills are crucial in building rapport and providing effective mentorship. Focus on honing communication skills, active listening, and empathetic communication. Also enhance your time management skills to balance academic commitments with mentoring responsibilities and prioritize tasks and develop strategies to manage your time effectively.

Understand that mentoring can be emotionally demanding. Prepare yourself to handle challenging situations, conflicts, or emotionally taxing interactions with mentees. Prioritize self-care to manage stress and maintain a healthy work-life balance throughout the internship. Develop strategies to cope with potential stressors. Prioritize self-care to manage stress and maintain a healthy work-life balance throughout the internship. Develop strategies to cope with potential stressors.

By preparing in these areas, future interns can enter the peer mentorship internship at ODU better equipped to handle the responsibilities, challenges, and rewards that come with guiding upcoming cybersecurity students.

Conclusion

My internship experience as a peer mentor for cybersecurity students enhanced my skills such as communication, mentoring, problem-solving, and leadership. These skills can be valuable in academic endeavors, group projects, and extracurricular activities throughout the remainder of college.

Networking with fellow mentors, mentees, faculty, and professionals within the cybersecurity field during the internship led to lasting connections. These connections offered opportunities for collaboration, learning, and future career prospects within the college environment. Understanding the needs and challenges of incoming cybersecurity students through the internship offered insights into the academic environment. This understanding informed future academic pursuits or initiatives geared towards improving student experiences.

This has an influence on my future professional path as well. Exposure to mentoring and guiding upcoming cybersecurity students helped in clarifying career aspirations. It confirmed an interest in education, mentorship, or cybersecurity-related fields for future professional pursuits. Skills acquired during the internship, such as communication, leadership, and problem-solving, are transferable across various professions. These skills can be applied in future workplaces, enhancing adaptability and versatility. Including the internship experience as a peer mentor in cybersecurity on my resume can demonstrate relevant skills, practical experience, and a commitment to helping others. This could make my resume more attractive to potential employers in various industries.

Overall, this internship experience as a peer mentor in cybersecurity significantly impacted both my college time and future professional paths by providing valuable skills, connections, self-awareness, and insights relevant to academic and career development.