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California State University, Bakersfield Description: The Mentor Program consists of three components--a mentor relationship, a mentor class, and a mentor club. Ten faculty from various disciplines recruit 10 to 20 mentees each from lists of under-represented students, from their classroom contacts, and from referrals by campus contacts, with an emphasis on sophomore transfers. Mentors are selected to represent a variety of disciplines, and they receive a one-course reduction as compensation. They attend training sessions during the year to help deal with such concerns as recruitment and relationship development. Faculty are encouraged to work on developing a mentoring relationship in the Fall quarter and to promote group interaction in the Winter and Spring quarters. The mentor class is a one unit course offered each quarter. Its themes are: "Succeeding in College," "Succeeding in Careers," and "Succeeding in Life." Finally, mentees become part of a campus mentor club which sponsors extracurricular activities such as musicals, plays, discussion groups, out-of-town field trips, and group cultural events that provide a time for casual interaction between mentors and students. The primary objective of the program is to provide an opportunity for students to make meaningful contacts with faculty and others who can enhance their educational experiences. Achievements and Quirks: (1) There has been positive feedback from those who participate and many student participants now seek out our program. Recruitment success varies considerably by personality of faculty mentors and subject area. The program maintains contacts with other existing programs, such as the Academic Achievement Office and minority scholarship programs, to enlarge the recruitment pool. (2) Staff have clarified the nature of the program - a network, a class, and a club - to develop a clearer campus identity. A part of the identity is to be a non-remedial organization that provides meaningful information, contacts, and support for achieving a quality education. (3) Mentor students were well recognized with achievement awards in 1996 such as Outstanding Student for the School of Arts and Sciences, Outstanding Paper for Social Sciences, Outstanding Graduate Level Paper, and First Prize for the CSUB Research Competition. Several students published professional articles with their mentor faculty and several were awarded fellowships for Ph.D. programs. Our program provides assistance toward high achievement and a good connection for job references when students graduate at the BA level. Contact: Beth Rienzi (805) 664-2367 California State University, Fullerton Description: The Faculty Mentor Program (FMP) operates as the core of a coalition of mentoring programs on campus. The primary goals include the development, facilitation, support and nourishment of mentoring relationships between faculty and students. The FMP is staffed by a half-time university faculty director, seven school-based faculty coordinators, an athletic program coordinator, as well as a core staff composed of a student services professional, graduate and student assistants and interns. Each faculty coordinator receives a modest stipend for their role as a "senior mentor." The coordinators work with their individual school deans and are responsible for providing "leadership in the development and implementation of discipline based strategies for the recruitment and retention of underrepresented students." The FMP director is responsible for the development and implementation of university-wide equity activities, the running of the office, and the mentor training. Participation in the FMP is voluntary for both faculty and students. However, to become eligible, all volunteers are asked to participate in a series of initial training sessions before being selected into the program. In addition, all participants must agree to attend halfday fall and spring retreats off campus, and select from among a series of workshops on a variety of topics (e.g., communication skills, career planning, diversity issues, etc.) planned across the year. Student proteges may select a faculty mentor or be matched at their request. Students and faculty who complete the program are awarded a certificate of completion. In addition, each year the school based coordinators nominate a faculty member from their school for recognition of their mentoring efforts, and one outstanding faculty mentor from among this group is honored with the University's Outstanding Faculty Mentor Award at the annual Educational Equity Banquet. Achievements and Quirks: (1) A major restructuring of the FMP is in effect for Fall, 1996 focusing on: increasing training requirements, incorporation of a year long thematically based series of workshops, creation of a comprehensive coalition of all campus mentoring programs, and the incorporation of a role for Student Affairs into the organizational structure. (2) During 1995, the participation rate in the FMP was about 120 proteges and slightly less than 100 faculty mentors, and even greater participation rates are anticipated for the Fall, 1996 term with the unveiling of our newly restructured program. Contact: Dr. Ellen Junn (714) 773-3709/2614 California State University, Hawyard Description: The Mentor Program has two components: the Faculty Mentoring Component and the Student Mentoring Component. Under the Faculty Mentoring Component, students are assigned individual faculty or administrative mentors. Faculty mentors are expected to meet weekly or as often as possible with their students to provide social and personal counseling as well as academic support and encouragement. The Student Mentoring Program uses the concept of peer counseling to develop a team of students who engage in various activities ranging from individual counseling and social gatherings to study groups. Participants are assigned in groups of five to student mentors who report to an experienced graduate assistant. The graduate assistant supervises the activities of the student mentors and acts as a support system for them. The participant groups are organized within majors to facilitate mutually interesting activities. Potential participants either contact the mentoring office or are referred through various campus programs or by individual faculty for assignment. They receive introductory phone calls and letters introducing their prospective mentors. The mentoring office serves as a clearinghouse for assigning mentors and students and for conducting follow-up interviews to determine if participants/mentor contact has been made. Faculty mentors attend at least three seminars each academic year related to program goals and objectives, multicultural sensitivity, and relationship building. Peer mentors receive bi-weekly seminars from a planned curriculum. They are also required to attend workshops on time management, study skills, and test-taking skills. Peer mentors also meet bi-weekly with the supervising graduate assistance. Achievements and Quirks: Several activities have been instituted to encourage program participation. (1) A newsletter is published. (2) Mentors and participants are called periodically to ensure that contact is being maintained. (3) The director serves as a consultant to faculty and students who have concerns related to establishing mentor relationships. (4) Informal brown bag luncheons involving four to five faculty mentors and the director have been very effective in providing support to faculty mentors. Contact: Assistant Vice President Mack
Lovett (510) 885-4078 California State University, Long Beach Description: The "Partners for Success" Faculty Mentoring program was initiated in 1988 with the organizing principle of retention as its major goal. "Partners for Success," co-sponsored by the Division of Student Services and Academic Affairs, seeks to match students who are underrepresented and/or first-generation in the university population with faculty members who serve in the capacity of mentors. Faculty mentors in the program work with students outside of the classroom experience to provide a sense of direction with academic and/or personal goals. Faculty mentors also work together with students to improve overall retention and graduation rates of students. Through Partners for Success, approximately 36 faculty mentors and 350 students in the program work to support the program philosophy that student success is achieved through active involvement in the curricular and co-curricular aspects of campus life. Contact: Vice President Douglas W. Robinson
(310) 985-5587 California State University, Monterey Bay Description: The Faculty Mentor Program is a four tier program, consisting of a Program Director, Faculty Mentors, Peer Mentors and Web Mentoring tools. During the first year seven faculty and 15 peer mentors from different departments are paired with 5 to 10 mentees. Faculty receive a two unit equivalent compensation, and Peer Mentors are compensated by the hour. Student mentees, mostly freshmen and EOP transfer students are preselected with information provided by the office of admissions and records. The program is designed to serve underserved and under-represented students of the Salinas and Pajaro Valley Agricultural of the Central Coast area in California. Every student participating in the program will meet with Faculty mentors a between three and five occasions during the semester, will have weekly mentoring from Peer Mentors, and will have open access to mentors through the Web mentoring tool. Weekly activities for the year have been structured as part of a “four moments” cycle: contact, growth, consolidation and closure. The primary goal of the program is to provide students with the network of support they need to succeed as university students and beyond. Achievements and Quirks: Despite the newness of the program it has been received with a very positive disposition across campus. The program includes 22 mentors (7 faculty mentors and 15 peer mentors), and provides mentoring to 125 students. The program provides continued support and structure for the mentoring activities, while enabling the mentor-mentee pair to set up specific agenda tailored to the needs of mentees. The program has an innovative use of Web resources combined with personalized attention that both assures a high quality of individualized interaction and the best use of Faculty and Peer Mentors time to the benefit of the largest possible number of mentees. Assessment wise, the web based tracking system of the program has been directly articulated with the campus wide IT system. This enhances the ability of Faculty Mentors to understand the process of mentees in terms of academic indicators or performance. The web based tool has also been designed to provide a solid qualitative understanding of issues and specific needs of the mentees. As it is the case with other Faculty Mentoring Programs, our program provides support to mentees toward high achievement and a solid connection for job references and graduate programs as they complete their studies at CSUMB. Contact: Juan Gutierrez (831) 582-3520 California State University, Stanislaus Description: Ten percent of the faculty population is involved in the Faculty Mentor Program (FMP) at California State University, Stanislaus. All eligible students are sent a letter urging them to apply for the program. Students select faculty member based on their personal and career interests. Faculty participate in on-going training which includes a review of the program, team building, cultural awareness, understanding of diversity and interpersonal strategies for improved communication. Faculty and students participate in the following co-curricular activities: off-campus 3-day retreats, on-campus mini-retreats, career conferences, field trips, etc. Faculty mentors meet on a monthly basis to discuss upcoming activities and to provide feedback on their personal mentoring experiences. The FMP is a structured program, in which faculty continue to participate in on-going training throughout the academic year. The program changes as student needs change. Annual renewal commitments by faculty and students are required to ensure continued commitment and participation in the program. In addition, FMP sponsored the first Faculty Mentor Summit in Fall, 1995. Participants included fifteen California State Universities and a high school administrator from Minneapolis. The following topics were discussed: Program Budgets, Mentor Training, Improved Retention and Graduation through Mentoring, and Operational Strategies. Achievements and Quirks: (1) Approximately 43 faculty participate in the program and over 197 students were enrolled in the Spring, 1996. (2) Over 704 proteges have participated in the program since its inception and significant numbers have graduated and continued their education as graduate students at University of California campuses, medical schools and in other countries. (3) The FMP Media Committee publishes a newsletter each semester. (4) A Certificate of Resolution was awarded to the program by the State Senate of California. (5) The program has been acknowledged as one of the top mentoring programs in the California State University system by the Chancellor's Office. Contact: Christy Gonzales (209) 667-3021 San Diego State University Description: San Diego State University is committed to the growth, development and retention of its students. The Faculty/Student Mentoring Program (FSMP) is one of several programs on campus designed to provide students with the academic support and encouragement needed to accomplish their educational goals. For some students, being on a large university campus can be an overwhelming experience. At such times, a helping hand, a "sounding board", can make the difference. The FSMP matches student mentors with incoming freshmen and transfer students, called proteges, who could benefit from guidance through the maze of rules, regulations, expectations, activities, and the general confusion of student life on a large urban campus. The student mentors are directed by faculty mentors who are responsible for their supervision and training. There is one faculty mentor in each college. Each college prides itself in providing a specific implementation of the program that is especially enriching for students who have chosen majors within that college. In particular, this program is designed to provide academic and personal support to students who are from economically, environmentally, or educationally disadvantaged backgrounds. Within each college, the FSMP brings together faculty and student mentors with disadvantaged students to assist in adjustment to the campus culture and academic environment of San Diego State University. The Program seeks to strengthen and sustain disadvantaged students in their educational and career goals and to help make college an exciting, fulfilling, and successful experience. Contact: Dr. Amanda L. Golbeck (619) 594-1261 University Of California, Los Angeles Description: The Transfer Alliance Program (TAP) is a collaboration between local community college honors programs and UCLA; it fosters academic excellence at the community college level and promotes diversity and retention in the UCLA transfer population. TAP community college honors programs provide enriched general education curricula comprising critical thinking, writing, and research. Students work closely with faculty and receive on-going academic advising from counselors assigned to the TAP program. TAP Faculty Directors and Counselors meet quarterly with UCLA administrators to stay abreast of admissions issues and programmatic developments. UCLA hosts an annual Super TAP Day, where prospective transfer students learn about UCLA's opportunities and expectations by attending workshops and meeting with departmental advisors and representatives from student services. Students who have completed the TAP program at their community college receive priority consideration for admission to UCLA's College of Letters and Science. Contact: Dr. Judith Collas (310) 825-0960 University Of California, Santa Barbara Description: The Summer Academic Research Internship Program (SARI) is an eight-week residential research internship program designed for minority students and women in fields where they are under-represented. Students are competitively selected from across the country to participate in on-going faculty research projects, in addition to receiving specialized classes in research writing, computer skills acquisition, and preparation for graduate school applications. Twenty to thirty students are selected each summer. Students receive a $2,000 stipend, housing, meals and payment of all campus fees. Contact: Carol Flores (805) 893-3803 Description: The Graduate Research Mentorship Program (GRMP) provides a research assistantship plus payment of fees to minority and women graduate students in fields where they are under-represented. The program is designed for second, third and fourth year students. In addition to the mentoring between the faculty and graduate students, many GRMP projects include undergraduate students as part of a "team" to further the mentoring process by assisting graduate students in becoming mentors to younger students and by encouraging promising undergraduates to pursue graduate studies. Participation in the GRMP is limited to UCSB students. Selection of the undergraduates is coordinated through the College of Engineering's Minority Engineering Program and through the College of Letters and Sciences Honors program. Undergraduates who participate also receive stipends. Each team also receives a research allowance. Contact: Dr. Diane Mackie (805) 893-4489
FLORIDA Florida Atlantic University Description: The Florida Atlantic University (FAU) Mentoring Program facilitates positive personal relationships between FAU faculty, staff, administrators and students. The program helps students to develop their academic and personal success. Mentors are FAU faculty, administrators, and staff members who care about students. They volunteer their time and advice in order to help guide students through a successful university experience. While the program was initially implemented to increase retention for at-risk and minority students at FAU, the program is now open to any interested student, full or part-time. Mentor/protege meetings are arranged individually. Group activities are planned during the Fall and Spring semesters. Mentoring matches are made based on interests, major, ethnicity, gender, or other qualifications as requested by the student. Achievements and Quirks: (1) Students and mentors continue to report positive experiences from the program. (2) Retention among proteges is significantly higher than retention of non-participants. (3) The program experiences an extremely low (<5%) attrition rate. (4) The FAU Mentoring Program has served as a national model for successful and innovative programs sustained on limited resources. (5) The program is funded by a cooperative effort of the Division of Student Affairs, the Office of Minority Student Services, the Office of Undergraduate Programs, and Student Government. Contact: Sandi Ayaz (407) 367-3959 GEORGIA Georgia State University Description: The overall goal of the Nursing Mentor Program (formerly the Mentor/Mentee Enrichment Program) is to facilitate retention and graduation of students who are enrolled in a baccalaureate nursing education program. The specific project objectives: (1) Recruit 15 students from disadvantaged backgrounds for the undergraduate nursing program at Georgia State University (GSU); (2) Facilitate entry of students from disadvantaged backgrounds into the nursing sequence at GSU; (3) Conduct a summer enrichment course with nursing content that will give students an edge and enrich them with cognitive and social skills necessary for completion of the nursing program; (4) Conduct educational offerings for faculty and student peer mentors on the concepts of mentoring and working with students from disadvantaged backgrounds; and (5) Conduct mentor-mentee sessions to facilitate student success and completion of the nursing education program. Achievements and Quirks: (1) The 1996 academic year marks the fifth entering class of mentor students--a total of 71 students have been admitted. (2) This program only admits 48 students per year making the commitment to this program by the School great. (3) Many of the mentor students have become student leaders in the school and university. (4) The quarterly program meetings are still well attended by prospective students. (5) The College of Health Sciences has begun a course patterned after our summer enrichment course to offer to all students. (6) We have lost some students for academic reasons--and some for personal difficulties--but overall, it has been evaluated as a tremendously helpful program. (7) The Nursing Mentor Program recently won a state award for "best retention practices." Contact: Dee Baldwin or Judith Wold (404)
651-4275 Morehouse School of
Medicine Description: The Office of Community Relations and Special Projects, through the support of private and federal grants, has developed several mentoring-based programs that meet the needs of the community. The Atlanta University Science Mentoring Program, Benjamin Carson Science Academy, and the Junior National Health Service Corp/Junior Health Careers Opportunity Program are three of the programs that involve students from elementary school to medical school in mentoring relationships. Each of these programs is unique in their attempt to increase the number of African-American students choosing careers in medicine, health science or biomedical research. The Atlanta University Science Mentoring Program was developed to improve the level of science education in the local public school systems. Students from the Atlanta University Center (AUC) specifically undergraduate science majors are assigned to schools to provide support and assistance to school-age children in scientific, mathematical, and technological education. The program was also designed to provide school-age children with relationships and role models that guide them in their academic and social development. The Benjamin Carson Science Academy is a preparatory enrichment program designed to stimulate the interest of minority elementary and middle school students in pursuing degrees in biomedical research and health professions. The academy is divided into two components: a Saturday school program and a summer school program. The primary goal of the academy is to place students in an "educational pipeline" which will encourage a continual relationship between the students and the Morehouse School of Medicine. All participants in the academy are exposed to an environment that fosters hands-on inquiry based science, cooperative learning, building positive peer relations and learning responsibility. The Junior National Health Service Corp/Junior Health Careers Opportunity Program was designed to expose students who attend urban and inner-city schools to careers in the science and health fields. The focus of this program is the "mentoring family" concept. Each mentoring family consists of four members: a medical school student, an undergraduate science student, a high school student, and a middle school student. The students participate in activities that enrich their academic as well as social skills. Science related activities and shadowing experiences are integral parts of this program. Currently, over 1000 students participate in all three programs. The level of commitment of the student mentors and the unlimited support of faculty and staff members contributes to the success of each of our programs. Contacts: Office: (404) 752-1650 Dr. L. Vernon Allwood Morehouse College Description: The Executive Mentorship Program (EMP) at Morehouse College began as a pilot program in the Fall semester of 1994. Initiated in the Department of Economics and Business Administration, the EMP is supported by a $3 million multi-year grant from the Kellogg Foundation as part of The Center of Excellence for Business Leadership Development. The overriding objective of the EMP is to expose student protegees to executive leadership styles, thereby enabling these students to more quickly assume leadership positions in the dynamic global economy. In designing the EMP, the coordinators researched established corporate and academic mentoring programs and conducted personal interviews with professionals in both arenas. From the information gathered, it was determined that a phased implementation approach should be utilized. This approach would give the program a solid foundation and be useful in monitoring the progress of the program. Achievements and Quirks: (1) After only two years of existence, the EMP is well on its way to being a premier college-wide leadership development program. (2) Both executives and students have applauded the purpose of the program and contributed to its design. Mentors enjoy the opportunity to network with other executives in the community while shaping tomorrow's leaders. (3) Students wanted to develop even stronger relationships with the mentors and suggested we bring protegees into the program in their junior year. (4) Other concerns which must be addressed are diversifying the composition of the mentors and providing a mechanism for disseminating the learning outcomes to the entire Morehouse student population. (5) Experience suggests that for an executive-level mentoring program to be successful two major design points must be adhered to: (a) the time commitment between mentor and protegee should be 6-12 hours per month; and (b) a steady pipeline of prepared students must be maintained. Contact: Belinda J. White and Dr. Donald Vest (404) 215-2618 ILLINOIS Depaul University Description: Offered through the Office of Multicultural Student Affairs, the program is intended to promote the retention of students of color, to ease their transition into college, to enhance their college experience, and to increase their academic success. Both faculty and staff participate as mentors to first-year students of color on a voluntary basis; they do not receive any monetary compensation. Mentees are chosen and accepted into the program on a space available basis (the number of mentees correlates with the number of mentors). Mentor biographies are compiled and made available to students to assist with their selection of a mentor. The program had approximately thirty students in the 1995/1996 academic year, its pilot year. Achievements and Quirks: (1) As a first year program, it is still in the process of being evaluated, assessed and improved. (2) All students who participated in the program have been retained. (3) Focus groups, a mentoring sub-committee, and mentor training plan have been established for the next academic year to improve and further promote the program. The goal is to serve at least 100 students. (4) Students, staff and faculty participants have given positive feedback concerning the success of the program, and its continuation has been assured by the Vice-President of Student Affairs. Contact: Ms. Ana Vazquez (312) 325-7325 Governors State University Description: Project HOPE (Hispanic Opportunity Program Enhancement) is a joint effort between Governors State University and Prairie State College in Illinois. This program was designed to help address the educational needs of the growing Latino population in the Chicago and southern suburbs. Its primary mission is to improve the high school completion rates and college participation rates of Hispanics. This program works with the Bloom Township, Rich Township, and Crete-Monee Township. The overall goal of Project HOPE is to better the general academic preparation of Hispanic high school students, to develop and practice their leadership skills, and to increase their awareness of and interest in higher education. The program offers academic skill enhancement classes in Reading, English and Math. It also offers individualized academic tutoring, workshops for parents, guardians, and family members focusing on family life and parenting, ethnic and cultural programs and special events. An essential component in Project HOPE is the Mentoring Program. Students need a little help to improve and develop. Project HOPE believes that an optimistic and confident adult can assist in this process. Students are paired with a college graduate or professional according to their needs and interests. These individuals serve as positive role models for these students. The program offers Mentoring Workshops to help improve mentoring skills. It also implements different activities to promote and strength the relationship between the mentor and the protege. Among these activities we offer Potluck dinners, picnics, workshops, field trips, and others. Achievements and Quirks: (1) The program has resulted in the improvement of: (a) students' grade point averages; (b) students' academic and leadership skills; (c) retention and graduation rates for Hispanic high school students; (d) the expansion of awareness and knowledge of the Hispanic/Latino culture on campus. (2) It has increased the involvement of Hispanic student leaders in the community. (3) Students have been constantly exposed to positive role models. (4) Students, mentors, and members of the community have given positive evaluations of the program and have contributed to its success.. Contact: A. Yanina Torres (708) 534-6972 Oakton Community College Description: Since its inception in 1987, Project Succeed, a nine month mentoring program for students on academic warning or probation, has sought to help students develop their study strategies and self confidence in order to succeed in college. Students whose assessment scores in mathematics, reading, and writing reflect their ability to succeed in college are invited to interview for the program. Once students are accepted, participants enroll as full time students and register for a special section of the College Success Seminar in the fall and Psychology of Personal Growth in the spring. Both faculty and professional staff serve as volunteer mentors and are assigned an individual student. Students have scheduled mentoring sessions once or twice per week and receive counseling and tutoring, as needed. Mentors have the opportunity to enhance their skills by sharing both their successes and problems at monthly committee meetings. Achievements and Quirks: (1) Seventy-five percent of entering students improved their GPA's and academic standing. (2) The program functions as a team where students encourage other students, and mentors seek advice about student problems from other mentors and the coordinator. (3) Participants in this program are similar to other community college students who are employed part or full time. (4) Participants have been found to less likely manage their time wisely than non-participants; thus, mentors and Project Succeed instructors encourage these students to structure their time better. (5) Many students in this program suffer academic consequences due to intrusive work and family issues which they believe are beyond their control. Project Succeed shows students that while many situations in life cannot be changed, their attitude and behavior can influence their success. Contact: Terese K. Conway (847) 635-1756
INDIANA Indiana University Description: The Faculty and Staff for Student Excellence (FASE) Mentoring Program assists freshmen students of color and majority students in making the transition from the high school and home environments to the university. FASE helps students to succeed academically and become involved in campus life by pairing them with faculty, staff, and peer mentors who share their academic and/or extracurricular interests. After orientation to the program, mentors and students meet regularly during the first few weeks of the fall semester. After this transition period, participants meet as often as they choose. FASE students have access to tutors who serve as academic mentors and are available for assistance with math, science, and writing courses. Peer mentors maintain contact with students on a regular basis throughout the academic year. The peer mentors are responsible for arranging workshops for mentees in co-curricular areas such as decision making and goal setting. The ultimate goal of the program is to empower students to obtain the greatest possible benefits from the college experience, perform well academically, and graduate on schedule. Achievements and Quirks: Based upon the results of a two-year study, FASE students have been recognized as being outstanding students. When compared to similar students who did not take advantage of participation in the program, FASE students carry more credit hours and earn higher grade point averages. Their persistence rate is also comparable to those of the highest achieving students of color on campus. Contact: June D. Cargile (812) 855-3540 ITT Technical Institute Description: An institution of proprietary education, ITT Tech has developed a unique program of mentoring by students for students. In addition to ethnic minorities, many of our students are over the traditional age of student populations. Currently, the needs of over 200 students per quarter are served through this program. According to our data, the greatest rate of withdrawal, or interrupt, occurred during the first six weeks of the first quarter. ITT Tech recognizes this phenomenon as "anxiety of newness." Having analyzed the population of upper classman/women, it was observed that they had achieved exactly what was expected for all new students. To address this critical time period and to replace the inherent fear with a sense of ownership and belonging in our academic culture, ITT Tech inaugurated its program of students mentoring students. An objective was that frequent contact with students further along in the degree program would foster interest and motivation enough to overcome the initial confusion and frustration of new students. Participation by the student mentors is completely voluntary. Fortunately, ITT Tech found that mentors were eager to help the newcomers adjust to school. The students, both mentors and proteges, meet in a social setting twice; the first meeting is week two of the twelve week quarter, and the second is week four of the quarter. Mentors, also, proudly wear the identifying tee-shirts, which makes them more accessible during the regular school week. Mentors act as guides and resource persons. They encourage the newcomers to seek academic help or administrative advice when necessary and promote involvement in extracurricular activities. The message of the ITT Student Mentor program is about gaining confidence in one's self and abilities through education and commitment. It is about being successful and promoting success in others. Achievements and Quirks: (1) Retention figures for new students have increased far beyond expectations--more than 30%. (2) Retention for upperclass students has increased, as well. We think that interaction with the new students has created more awareness and pride in their own accomplishments. (3) There is increased participation in student organizations and clubs. (4) In this win-win situation, students benefit, first, by knowing that their needs are important and, second, by reaching their goals. ITT Tech benefits with a positive agenda toward retention and a transferrable retention program (ITT schools in other cities have inaugurated this program). The rewards of this program are elegantly intertwined, creating an atmosphere of cooperative success. Contact: Kitty Sykes Freeman (317) 875-8640, ext.244. MASSACHUSETTS Boston College Description: The Benjamin E. Mays Mentoring Program pairs AHANA (African, Hispanic, Asian and Native American) students with faculty mentors who maintain the relationship over the entire four years of the students' college education. The objectives of the program are to increase retention and to promote college teaching as a profession. The program was established in 1991 by the Office of AHANA Student Programs as part of a Ford Foundation grant. In 1993, the university assumed funding for the program and it now provides a 2-day Institute to help faculty understand the role of a mentor by listening to prominent speakers and attending student panels as well as engaging in role playing activities. The faculty are paid a stipend to attend the Institute, which is usually held during the summer. At present, there are 100 mentors and 170 students participating in the program. The program is housed in the Office of AHANA Student Programs and is directed by a graduate student coordinator, working 18 hours per week. Two work-study students assist the Coordinator. Mentor-protege assignment is based on students' field of interest and faculty availability. The program sponsors cultural, educational, social and sporting events, as well as lectures and meetings to provide opportunities for the mentor and protege to interact. Faculty cluster meetings and student general meetings are held monthly. Achievements and Quirks: (1) The program has graduated two classes of students who have benefited from the program. (2) Most of the graduates have continued their education in graduate programs here and elsewhere, whereas some have found employment in such programs as Teach for America. (3) The program is also a networking source for faculty who report success in developing professional relationships across disciplines. Contact: Dr. Donald Brown or Dr. Sheilah Shaw Horton (617) 552-3358 MARYLAND Community Colleges
of Baltimore County Description: The Community Colleges of Baltimore County (CCBC) consist of three ethnically diverse colleges in suburban Baltimore County, Maryland. This emerging system has colleges at Catonsville, Dundalk and Essex, with various extension centers throughout the county. Collectively, the system serves 34,000 credit and 46,000 non-credit students by providing quality, comprehensive educational opportunities. The CareerStart Program is intended to diversify the CCBC faculty by recruiting minority graduate students. Faculty fellows are given regular faculty contracts and salaries. The faculty fellow participates in a year-long professional development program, teaching four classes the first semester and five classes thereafter. The intention is to recruit the graduates as future faculty by introducing them to teaching in higher education. Fellows are assigned a senior faculty member as mentor. The recruitment process is done on a need basis, recruiting for departments that are expected to be looking for more full-time faculty in the future. On average, the program has had from one to four fellows per year. Achievements and Quirks: (1) A number of fellows who have participated in the program have stayed on at the college in some capacity after their fellowship year. (2) Because 26 percent of the student body are minority, the colleges are committed to work towards more diversity. Contact: Dr. Judy Snyder (410) 825-9180 MICHIGAN University of Michigan Description: The University of Michigan Mentorship Program was formed in 1991 with the goal of improving undergraduate life on campus. Our aim is two-fold: we seek to ease the transition of incoming students into the University community while simultaneously providing a means for personal student/faculty relationships outside of the classroom. To achieve these goals, we have taken a three-tiered approach to mentoring. The first tier consists of a faculty or staff member who is matched with a peer mentor (a sophomore, junior, or senior student) based upon academic and career goals as well as personal interests. To this mentoring dyad are added up to four incoming students. In this manner, the first-year students are given immediate transition aid by the peer mentor and long-range career insights from the faculty/staff mentor. All members of the group benefit from the communication and sharing of experiences that take place. Achievements and Quirks: (1) Over 1000 first-year students participate in the Program each year, mentored by approximately 300 older students and 300 faculty and staff members. (2) The Program was featured in the May 1, 1996 issue of National On-Campus Report. (3) This is a campus-wide Program, bringing together people from all backgrounds and academic areas. (4) The Program was the subject of an intensive two-year research project, studying the effects of different forms of communication on mentoring relationships. Contact: Peggy Harless (313) 764-6413 MINNESOTA University of Minnesota Description: The President's Distinguished Faculty Mentor Program was initiated by the President of the University, and is designated to link high ability students of color with distinguished faculty members who serve as mentors for personal and professional growth. Faculty mentors also assist the scholars in meeting the intellectual challenges of an academic career at the University of Minnesota, Twin Cities campus. The intent is that mentoring will be a dynamic "out of classroom" learning experience that will enhance the quality of academic life while personalizing the University environment. The mission of the program is "to retain and graduate students of color, by providing them a faculty mentor, and support services necessary to create a nurturing and personalized environment during their matriculation at the University of Minnesota." Achievements and Quirks: (1) The program has increased 150% since 1986. (2) Students from 20 states and Puerto Rico are represented. (3) The average ACT score has increased to 23.38. (4) Forty-two majors are represented in the program. (5) Evaluations state that this program has personalized the University for students. (6) Faculty have stated that participation in this program has been a rewarding experience. Contact: Dr. Robert Jones (612) 624-0594 or Gianna Bari (612) 625-7548 NORTH CAROLINA University of North
Carolina at Charlotte Description: The Mentoring Program is open to all undergraduate students enrolled in The William States Lee College of Engineering. Students may enroll at any time during the semester through either self-referral or referral by a faculty member. The program is designed to provide students a unique opportunity to: (a) acquire the skills necessary to effectively complete their curriculum; (b) enjoy a positive and successful academic experience; and (c) acquire both the technical and non-technical skills valued by employers. The program achieves these objectives through skill diagnostics, proven learning techniques, action plans for improvement and integration with other campus resources. Services include individual and small group peer mentoring, faculty mentoring, supplemental instruction (SI) and academic and professional development workshops. The effectiveness of the program is being measured via improvement in mentee GPA per semester, mentee satisfaction surveys and workshop/SI evaluations. Achievements and Quirks: In its first semester of operation: (l) The program served 16 students and is projected to serve approximately 40 students in its second semester. (2) The average mentee improved his/her GPA by 0.47 points or 30% after an average of seven mentoring sessions. (3) The mentee population was demographically diverse with respect to class standing, major, gender and ethnicity. (4) When surveyed, over 90% of the participants in the skill development workshops indicated they would recommend the workshops to another student. (5) SI will be piloted in the fall 96 semester. Contact: Patricia A. Tolley (704) 510-6814 NEW HAMPSHIRE University of New Hampshire Description: The University of New Hampshire Mentorship Program was implemented in August, 1994 as a means to address the high attrition rate among minority freshmen. The minorities represented in the program are African American, Hispanic, Asian and Native American. Each year the mentorship program has grown with each freshmen class. The purpose of the program is to provide academic and social support to minority freshmen on a predominately white campus. The mentors are either faculty, staff or graduate students and they are all adequately trained. The program does not receive any funding. Mentors provide minority students with counsel, encouragement and social adjustment to the campus. Proteges are expected to meet with their mentors at least three to four times per month to discuss their academic and personal adjustment to the campus. This type of program assists minority students to adjust to university life and concentrate on academic achievement and develop educational goals. Achievements and Quirks: (1) The attrition of minority students after the first semester has been reduced as compared to previous fall semesters. (2) The total minority population is 3.4% and 4.0% of the faculty is minority. (3) Successful mentor and protege relationships have continued beyond the freshmen year. (4) Each year more faculty and staff have volunteered to be a mentor. Contact: Dr. Roger M. Beattie (603) 862-3290 NEW JERSEY Rowan College Description: There are five organized, institutionally-sponsored mentoring initiatives at Rowan. All are intended to encourage, motivate, and empower minority faculty and/or students to persist in higher education. Each of these programs broadens the participants' experiences and extends their opportunities both academically and socially. The oldest program is the Minority Achievement Program (MAP). It targets minority students who show potential but do not meet the regular admissions standards. They participate in a pre-college summer residential institute which includes mentoring for academic and career achievement. Successful participants become college students and receive mentoring and academic support services. The second program is the Minority in Academic Careers Program (MAC). It is designed to increase the number of minorities in faculty positions in New Jersey. Faculty fellows are assigned to senior level faculty mentors and receive a regular faculty contract and salary. Upon graduation, fellows are encouraged to teach within the State's colleges and universities. In the 1996-97 academic year, an undergraduate version of MAC commences with undergraduate minority students being paired with volunteer faculty members who introduce students to the world of academe. Students receive a $1,500 grant to conduct research and to attend a professional conference with his/her mentor. Faculty mentors receive a small stipend and brief training. The third initiative is the African American Male Mentoring Program, where male students are assigned a mentor who guides them academically through their collegiate careers. The fourth program, African American Female Mentoring, is modeled on the male program and centers on women's issues while providing social interaction. The fifth program focuses on newly hired faculty and all minority students. The goal for faculty is tenure and for students graduation. Achievements and Quirks: (1) The Minority Achievement Program has provided a college entrance vehicle for minorities who would otherwise not be admitted. (2) All of the undergraduate initiatives have increased graduation rates and decreased attrition rates. (3) The graduate program has increased minority faculty in the State's system of higher education. (4) These programs have influenced other college activities such as freshmen orientation, faculty development seminars, and dedicated monthly programs focused on particular ethnic/racial groups. (5) Although the mentoring of new faculty is required, it is informal, unstructured, and not monitored. (6) Most mentors receive very little training and receive no real institutional rewards. Contact: Dr. Yvonne Enid Gonzalez Rodriguez
(609) 256-4500 x 3807 The College of New
Jersey Description: The Minority Mentoring Program at The College of New Jersey focuses on the retention of high-achieving African-American and Hispanic students. Its main goal is to provide a support system for all freshmen Minority Scholars as well as minority General Admission students in their transition from high school to college. To achieve a successful transition we utilize Peer Mentors and Focus Groups. The peer mentoring component provides all minority freshmen with upper-class students who offer assistance in coping with academic, emotional and social aspects of college life at The College of New Jersey. The freshmen are also organized into Focus Groups. Focus Group Leaders are in place to monitor groups of approximately ten freshmen and work in the capacity of assuring that all Mentor/Mentee relationships are progressing successfully. The Focus Group Leaders also meet with their members on a regular basis. They are also involved in many activities, such as attending cultural or athletic events. They also assist the members in their group by arranging for academic tutors. Another element of the Minority Mentoring Program is our emphasis on Academics. We offer workshops throughout the school year on topics such as study skills and time management. We also carefully monitor the progress of each student in the program and, in the event that a student would need academic assistance, we would make known to them the resources available on campus. In addition, current upper-class students in the program provide tutoring and organize study sessions for those areas and majors that tend to be the most difficult. The final integral part of the Program is our Leadership Development component. There are many opportunities for students to develop those skills through participation in our various committees. Students coordinate these committees and help in the planning and facilitating of programs and events. The main purpose for the Minority Mentoring Program is not only to assist these students in college, but to provide a family atmosphere at TCNJ to foster personal and professional growth. Most importantly, we want to provide all that is necessary to assure a successful college career and to see our student graduate. Achievements and Quirks: The Minority Mentoring Program at The College of New Jersey is unique because it incorporates a student leadership component that allows students to become actively involved in leadership. The program has seventeen student leaders. They include ten focus group leaders and seven committee leaders. The committees are as follows: Study Session/Tutoring, Newsletter, Awards Dinner, Social Activities, High School Overnight, Phone-A-Thon, Community Service. Depending on the nature of the expertise of the leaders, there are some committees that have co-chairs. The committees normally meet on a weekly or bi-monthly basis. We have found the committee idea to be a great learning incubator for our students. They have learned how to delegate and follow-up on assignments, as well as learn the importance and responsibility of being a leader The students sense a form of empowerment. A by-product of the committee structure is many of our leaders eventually become active in college-wide leadership positions. Because of our structure, we have seen a dramatic increase in student participation. Approximately eighty-percent of the students in the Minority Mentoring Program involved in at least one activity during the academic year. In April/1998 the Minority Mentoring Program was invited to present its mentoring model at the International Mentoring Association conference. Contact: Wayne Jackson, Minority Mentoring
Coordinator, 609-771-3101 New York Nassau Community College Description: The Mentoring Program for Culturally Diverse Students completes its fifth year as a special initiative designed to enhance the retention and the academic success of entering students. The primary goal of the mentoring program is to establish a sense of community for entering students in an effort to bridge the gap between existing college services and support systems. These students are paired with volunteer faculty, staff and administrators who serve as mentors. A series of activities, programs and projects are designed to assist students with their adjustment to college life and to enhance their retention and academic success. Program participation was increased to include 101 new student/mentees and 13 new volunteer mentors for the 1995-96 academic year. Eighty-six percent of these entering students returned for the Spring Semester. Presently a total of 231 students and 118 volunteer mentors are participating in the program. The participation of the students, faculty, staff, and administrators creates a sense of respect, understanding and appreciation for cultural diversity. At the same time, the mentoring process has had a significant impact on the retention of freshman students and has enhanced their academic success. Achievements and Quirks: (1) The Mentoring program is being gradually implemented on a college-wide basis. Statistics reveal that 87.8% of those students entering in the Fall of 1992 returned in the Spring of 1993. This represented a more than 10% increase in the retention of freshman students at the college. (2) The rate of retention of the participating students has been at least 86% since the inception of the program. A review of mentee evaluations reflect that the students were most helped in the areas of academic counseling and college survival skills. (3) The success of the program is evidenced by the continued increases in the retention of those freshman students participating in the program. (4) Nassau's Mentoring Program has been recently cited as one of five successful mentoring programs designed "to address the concerns of students and to ensure a quality academic experience" (Canton & James, Mentoring Guide for Community Colleges, 1995). The College recommended the program to be included in a monograph entitled "How to do More with Less," published by the Alliance for Community College Innovation. The Program Coordinator was nominated by the College for national recognition as Outstanding Freshman Advocate in 1995. (5) The program has been presented at several national and international conferences including the Annual Conference of the American Association of Community Colleges. Contact: Aliceteen Y. Taylor (516) 572-7897 SUNY Empire State College Description: The College provides higher education for students who by choice or circumstance will not attend a traditional classroom-based institution. Mostly adults, the students develop customized programs of study that they then pursue largely by themselves in their own settings with the assistance of faculty mentors who are located across the entire State (of New York). These mentors tutor, advise, oversee, protect, model, advocate for, and facilitate the academic work of their mentees from the day they enter the College until they graduate. The student body is highly diverse, reflecting well the demographics of the various communities of the State from Long Island to New York City to Albany, Syracuse, Rochester, Buffalo and many small towns in between. As a result of working individually with a faculty mentor, each student develops an individualized program of study that takes into account his or her unique combination of strengths and weaknesses, interests, purposes, and already existing competencies. Thus, by being able to address the unique concerns of the student and to embed their studies into their own community, work, or home-life, the College program eliminates issues of irrelevance and alienation for all types of students. While it is unusual to create an entire College based upon the concept of mentoring, the College program has all the essential components of mentoring found in more typical mentoring programs. Although when, where, how, with what support, and for what reasons can vary enormously from program to program, all mentoring relationships, including those at our College: (1) consist of two people; (2) are limited by time, other commitments, and unequal power; and (3) are built upon the common expectations that the mentor wants to help, that the mentee wants to meet certain goals, and that both believe that the relationship will make a difference. Achievements and Quirks: (1) A small grant has recently enabled us to study more closely exactly what goes on between the mentor and mentee by videotaping and then analyzing mentor/mentee interactions. (2) Among the many insights acquired from studying these videotapes, the major finding is that successful relationships start, not with the desires and goals of the mentor, but with careful attention by the mentor to the desires and needs of the mentee. (3) The degree to which the mentor listens and accommodates to the particular and unique attributes of the mentee is, in our opinion, the key to the success of the program. We have seen on tape not only how important this mentoring skill is, but also how difficult it is to sustain, especially if, as in our program, a mentor works individually with a large number of different mentees. Contact: Xenia Coulter (607) 273-4536 State University of
New York at New Paltz Description: The Minority Recruitment Program Task Force was founded in 1975 as a means of assisting general admission students of color to achieve a positive transition to college life. In 1988, the Scholar's Mentorship Program was developed as one project of the Task Force. Its goals are two-fold. First, it encourages high academic achievement. Second, it seeks to create a support network to facilitate the retention and persistence of general admission African American, Asian, Latino, and Native American students. Achievements and Quirks: The program consists of three tiers. Tier I is comprised of "freshman proteges" who are assigned faculty/staff mentors and peer mentors. Tier II is comprised of sophomores, juniors, and seniors who become "peer mentors" by enrolling in 17420—Counseling Underrepresented Students. Tier III is comprised of "student leaders" who are enrolled in or have completed 17393—Black and Latino Leadership—or have completed Counseling Underrepresented Students and have joined the Mentorship Leader's Club. In fulfilling its overall mission, the program provides highly specialized services, including academic advising, tutorial support for selected subjects, retention-based workshops, scholarships and socio-cultural enhancement programs. One of the most recent innovations in the program is the Dr. Martin Luther King Scholar's Mentorship Program Educational Center, which is a combination computer room/study lounge. Contact: David Scott, Coordinator of The
Scholars Mentorship Program, (845)257-2762 OHIO Miami University Description: The Program is designed to assist minority students in making their academic and social transition from high school to college. It promotes positive, caring, relationships between minority students, the faculty and staff, and Miami University. Mentors assist students' total growth by giving them support and direction. The mentors recognize that access to the University's academic community helps build the students' self-esteem and promotes their success. Currently we have 15 Faculty and Staff mentors and 60 peer mentors and 140 proteges. A mentoring conference is held each spring; and Miami University created a mentoring planning committee, published a mentoring newsletter and formed a parents booster association. The First-Year Student Mentor Program matches first-year students with upper-class students and faculty or staff members. The Pre-S.T.A.R.S. Mentor Program matches 2nd semester first-year students with S.T.A.R.S. students and S.T.A.R.S. faculty mentors. Co-sponsored by the Graduate School, the Graduate Student Mentor Program matches graduate students with faculty or staff members. The Alumni Mentor Program matches seniors and graduate students with Miami alumni within their chosen career fields. Peer mentors come from the student population. From sophomores to seniors and graduate students volunteer to help first-year students become adjusted to life at Miami University. Mentors come from faculty and staff. These are people who have volunteered to help minority students develop their full potential. "Protege" means someone whose career is assisted by a prominent person. It also means a minority student who accepts the responsibility of building a relationship with a Miami student and faculty or staff member. Proteges will seek information and develop strategies which will improve their academic and personal growth. Achievements and Quirks: (1) The program provides positive role models for first year students. (2) It creates a community of mentors who sincerely care about the total development of minority students at Miami. (3) It helps proteges and mentors establish a personal relationship that will enhance students' academic and social development. (4) It assists proteges in establishing a community that contributes culturally to the University. Contact: Syd Carthell Youngstown State University Description: A student's ability to benefit from what the University offers goes beyond the broad range of academic programs that the University provides. Recognizing that strong diverse mentoring components are necessary to assure the success of minority students, Youngstown State University has made available a program designed to integrate these students into the University workforce within a mentoring setting. "The Minority Work Experience Program," funded by the Youngstown State University Foundation, was initiated to fund on-campus employment positions for African American students who are in good academic standing. The program's mission is to motivate, mentor and retain students who have academic potential and to encourage involvement in university life, assist with career development and enhance personal growth. To be eligible, African-American students must be currently enrolled or preparing to enroll at YSU, and must: (a) be in good academic standing with a minimum grade point average of 2.3; (b) not be working full time at other employment; (c) be willing to participate in supportive programs and services offered by the University; and (d) complete an application through the Office of Affirmative Action. Faculty and staff who are interested in providing a student employment position must write a short narrative of the description or duties needed in their department. We encourage faculty and staff to identify students who qualify for the program who may have worked or studied under the mentor. A total of $35,000 is used to cover both aspects of this program, with $30,000 used for student employment mentoring positions and $5,000 for student emergency loans. Contact: Barbara C. Orton (330) 742-3370 OREGON Portland State University Description: All students at Portland State University (PSU) complete their general education requirements through the University Studies program, a comprehensive four-year course of study designed to facilitate the acquisition of knowledge, abilities, and attitudes which will form a foundation for PSU academic success and lifelong learning among our students. In addition, University Studies classes offer students the chance to create an academic community at PSU--a place where every student is known and valued. All freshman and sophomore classes in University Studies are small (30-40); student mentors lead smaller lab sessions linked to the classes in which they facilitate discussions, coach students working on group projects, teach technological skills, and guide students through the maze of academic requirements and services. Over 30% of the 60+ student mentors are minority students, a percentage roughly three times larger than the identified racial and ethnic minority population of the entire student body. Student mentors receive instate tuition remission for the academic year and earn a monthly stipend. Mentors work in partnership with faculty for the year; faculty take seriously their responsibility to mentor their mentors. Achievements and Quirks: (1) The University Studies program has attracted national attention. To date, over 175 requests for information and/or site visits have come from other colleges and universities. (2) Program assessments indicate improvements in student retention and degree completion, better academic preparation of students, enhanced student-student and student-faculty interactions, and greater ability to meet the priorities of a diverse urban community. Contact: Dr. Leslie Rennie-Hill (503)
725-4657 PENNSYLVANIA Clarion University
of Pennsylvania Description: The Educational Opportunities Program/Act 101 is an academic enrichment program. It is designed to provide a comprehensive four- to five-year academic experience at the university. Educational Opportunities Program/Act 101 students' academic skills and abilities are enhanced as a result of their participation in the program. Students enrolled in the Educational Opportunities/Act 101 Program must participate in a six-week Pre-College Summer Experience. Students may earn up to six academic credits for courses in English and mathematics. In addition, they are required to take courses in reading/study skills, career exploration, and personal development. Students receive an extensive orientation to university life. During both the summer and the academic year, support services offered include financial aid counseling, individual analysis of study habits and supervised study sessions, and assistance in career planning and decision making. Finally, the program sponsors extracurricular activities intended to enrich the student's total experience. All students accepted into this program must meet eligibility requirements as established by the institution and the Pennsylvania State System of Higher Education. During the academic year, a limited number of regularly admitted students are admitted into the program. Faculty may recommend students to participate if space is available. The mentoring aspect of the program focuses on Graduate Assistants and Peer Tutors. Mentors are paid for their services. The focus of the mentoring program is to address the individual and personal needs of students as well as to serve as role models for students through monitoring, workshop facilitation, and student group tutoring. This allows students self-image and confidence in achieving their academic success. Minority students and other disadvantaged students participate in the program for four years. Primary emphasis of the program is a Holistic approach to preparing students to enter the University and to achieve academically. Achievements and Quirks: For five consecutive years, program students have excelled: 20% of the students made the Dean's List with a GPA of 3.50 or better, 81%+ were in good academic standing, 19%+ have a cumulative GPA of 3.00 or higher, 91% of those who started in the program are usually still in college after their second year, 60% of the students usually graduate after 4 or 5 years, and 20% of the students consistently obtained a GPA between 3.00 and 4.00. Contact: Educational Opportunities Program/Act 101 TEXAS Houston Community College
System Description: In keeping with the sense of community inspired by the community college concept, the Mentoring Program is, like the College as a whole, open to anyone who desires to participate. The program is beginning its third year and continues a slow, but steady, rate of expansion. Initially, the Mentoring Program consisted of students who had received Chancellor's Scholarships matched with College employees who had completed a leadership training program. Achievements and Quirks: (1) Last year, we expanded the program to include any student who wished to participate matched with any employee who wished to serve as a mentor for at least one year. (2) A training and information-sharing session is held at least once during each fall and spring semester. (3) This year, we have added still another group to our program--college-bound high school students who are participants in the Upward Bound Program. (4) HCCS is in the process of pairing its mentors and proteges for the 1996 Fall semester. HCCS began three years ago with about 15 pairs and currently has over 30 pairs. (5) Over half of the program participants are members of minority groups. The plan is to continue to provide support to participants while encouraging program growth. Contact: Jennifer Daley (713) 718-8530 The Univesity of Texas
at San Antonio Description: The city of San Antonio participates in the statewide Texas Prefreshman Engineering Program (TexPREP) which began in 1979. The San Antonio PREP is conducted on the following campuses: The University of Texas at San Antonio, St. Philip's College, Palo Alto College, San Antonio College, University of Incarnate Word, Our Lady of the Lake University, Trinity University, and St. Mary's University. Students attend classes, work in labs, and replicate the college experience for eight weeks, using a math-based curriculum with 1,362 students participating in the 1996 Summer Program. Three summer components are run for middle school and high school students. The program is designed so that students can participate for up to three summers. Seventy-nine per cent of the students are minorities; 54% are women. Some students are invited to attend programs on other college campuses throughout the country. Achievements and Quirks: (1) Academic reinforcement provided through the program has documentation of success. Approximately 89% of college-age former participants are college students or college graduates, and 56% are science or engineering majors. (2) The program has received numerous state and national citations as a model intervention program. Contact: Dr. Manuel Berriozabal (210)
458-4496 VIRGINIA University of Virginia,
Charlottesville Description: Established in 1984 by the Office of African-American Affairs, the University of Virginia Peer Advisor Program assists first-year and entering transfer students with their college transition. It provides personal and sensitive support (one of the factors contributing to college retention) while also encouraging academic excellence and extracurricular involvement. Specifically, it is a three-tier program comprising Peer Advisor, Programming, and the Program Director. Peer Advisors, with an average case load of six to seven entering students, work with each advisee giving academic counseling, emotional support, encouragement to join University organizations and activities, and a fostering of University "ownership and pride." In addition, they plan a wide range of group activities from the academic to career exploration to the social. Programming focuses on orientation (Harambee), academic recognition and celebration (Harambee II), academic excellence (strategies for Success Series), gender issues (For Women Only, For Men Only), and social activities. The Peer Advisor Program Director's role expands beyond the administration of the program to extensive outreach efforts as well through her "smiley face" personalized letters and notes to students, staff and faculty. Together the three tiers have provided a program which, in the words of one of the first-years, "has been an asset in helping me settle into life here at UVA. . . [it] has made a difference and taught me some of the important intangibles that are necessary for survival . . ." Accomplishments and Quirks: (1) The Peer Advisor Program has developed a competitive Peer Advisor selection process, training component, and orientation manual. (2) It has created an academic achievement recognition program capitalizing upon alumni. (3) It serves as a model for other peer programs established in the University since 1989. (4) It has enhanced leadership development of upperclassmen serving as Peer Advisors. (5) The program has received national recognition from the American Association of University Administrators for "exemplary practice in achieving campus diversity." Contact: Mrs. Sylvia V. Terry (804) 924-7923 WISCONSIN University of Wisconsin
at Madison Description: The Mentor Program is a campus-wide program whose main goal is to help first year students of color adjust to the University of Wisconsin-Madison and to the larger University community. This Program personalizes the students' educational experience. Achievements and Quirks: (1) Faculty and staff volunteers attend orientation sessions which familiarize them with the goals and objectives of the Program. (2) Volunteers are asked to keep a close contact with their proteges during the first six to eight weeks of the semester. (3) Since its inception in 1988, the Program has assisted more than 900 minority students. Contact: Consuelo Lopez Springfield (608)
262-2644 University of Wisconsin,
Milwaukee Description: The "Building Blocks to the Future" Mentoring Program was established in the fall of 1995 under the guidance of Twyla McGhee, Minority Programs Coordinator, School of Business Administration, and Ada M. Walker, Senior Career Counselor, Career Development Center at the University of Wisconsin-Milwaukee (UWM). The program grew out of the need to support and foster minority students' adjustment to professional careers. It serves as a comprehensive retention and professional development program for students. The program is also an excellent resource for campus recruitment. Volunteers are recruited from professional associations and businesses throughout Milwaukee County. Mentors are expected to volunteer for one calendar year. Mentors do not have to be of color, however, attempts are made to match students with professionals from their own racial/ethnic groups. Students majoring in Business Administration are recruited from the UWM campus, and they are expected to participate for two concurrent semesters. The program has two components: the professional and the academic. The professional component links UWM juniors and seniors majoring in Business Administration with established professional in their career field. Emphasis is placed on job readiness and employment. Currently, the program has matched 81 pairs. Achievements and Quirks: (1) Mentors and mentees meet for the first time during a Mentoring Reception/Orientation held in the fall and spring semesters. The Reception/Orientation is a major marketing tool used to recruit mentors and mentees and have been scheduled to coincide with two major campus events, General Career Day (fall) and the Multicultural Career Day (spring). Employers participating in both Career Days are invited to the reception. (2) Mentoring Training Formal mentoring training seminars are offered to mentors and mentees. Mentors and mentees attend separate training sessions that are held at the same time. Professionals familiar with the mentoring process are presenters at the mentor's session. A business professional and student currently in the mentoring program conduct the mentees' session. The training sessions are conducted once per semester. Contact: Ada M. Walker (414) 229-5367 WEST VIRGINIA Marshall University Description: The African American Students' Mentoring Program has been in existence since 1985 with the primary goal of addressing the needs of African American freshmen students and assisting in reducing the high dropout rate for African American students on predominantly white campuses. The Mentoring Program is voluntary and multifaceted. It is designated to put freshmen students in touch with a member of the faculty, staff, administration, and or upper class student who serve as confidantes. The program assists students in making an adequate transition from home to college, recognizing the joys and rewards of college life, while at the same time, making them mindful of their academic, career, and social responsibilities. In addition, the program enables the student to recognize available resources, to set realistic goals and to manage the University's complex and sometimes bureaucratic system. Contact: Fran L. Jackson (304) 696-6705
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