CI-267 Structure and Effectiveness - Peer Mentoring in the Aspiring Eagles Academy

Peer Mentoring in the Aspiring Eagles Academy North Carolina Central University ž  Dr Debra Saunders-White, Chancellor ž  Founded: 1909 ž  Population: 8,155 ž  Ranked among the top Liberal Arts HBCUs ž  First UNC System campus to require community service for graduation Aspiring Eagles Academy (AEA) ž  The Aspiring Eagles Academy (AEA) is an academically based enhancement program designed to promote the success of underprepared students who have been admitted to NCCU Purpose ž  Strengthen students’ persistence ž  Prepare students to think critically ž  Prepare students to solve problems ž  Prepare students to communicate effectively ž  Prepare students to navigate the network and climate of NCCU Selection Process ž  Undergraduate Admissions ž  Letter Mailed to students who meet the criteria ž  Application ž  Personal Interview ž  Student / Parental Commitment ž  Authorization to Release Student Information ž  Notification of Acceptance Program Design ž  ž  ž  ž  ž  ž  ž  ž  ž  Mandatory & Structured Study Hall Supplemental Instruction / Tutoring Nightly Meeting w/ Peer Mentor Weekly Engagement Sessions Reading Enrichment On-Campus and Off-Campus Cultural Enrichment Experiences Academic Community Service Learning Project Mandatory Curfew Collaborations and Partnerships w/ other Campus programs and offices Mentoring Literature ž  In social science literature, there are over 50 different definitions of mentoring: A valuable strategy that is used to provide students with the emotional and instrumental support needed to achieve a goal (Crisp and Cruz 2009) —  A time-proven strategy that can help young people of all circumstances achieve their potential (National Mentoring Partnership 2005) —  Common Characteristics of Mentoring ¢ A learning partnership between a more experienced and less experienced individual (Garvey and Alred 2007) ¢ A relationship that becomes more impactful over time (Grossman and Rhodes 2002) ž  A process involving emotional (friendship, acceptance, support) and instrumental (information, coaching, advocacy, sponsorship) functions (Jacobi 1991; Kram 1985) Benefits of A Strong Mentoring Program ž  Focus on developing the knowledge, competencies, and confidence needed to successfully undertake… responsibilitie (Catalano, Hawkins, Berglund, Pollard, and Arthur 2002) ž  Help students cope with challenges such as absentee parents, an unstable home situation, or lack of familiarity with the world outside their immediate community (Rauner 2000; Freedman 1993) ž  Helps students feel connected to the campus community for improved student outcomes (Pascarella 1980; Community College Survey of Student Engagement 2009) Benefits of A Strong Mentoring Program continued… ž  Involve the provision of career, social, and emotional support in a safe setting for self-exploration that results in positive academic and personal outcomes for students (Johnson 2006) ž  School-based mentoring increases grade promotion and decreases unexcused absences, tardiness, and bullying or fighting in school, while community-based mentoring improves relationships with parents and decreases skipping school (Rhodes, Grossman, and Resch, 2000; Thompson and KellyVance, 2001) ž  Mentors provide students with important information about college preparatory courses, financial aid and the college admissions process (Gandara and Mejorado 2005; StantonSalazar, 2001) AEA Peer Mentors ž  Peer Mentors are diverse, wellrounded junior, senior, and graduate students enrolled at NCCU Benefits of AEA Peer Mentoring Program ž  Formal Process by which first-year students are paired with third-year, fourth-year, and graduate students ž  Faster adaption to University life and experiences ž  Reduced likelihood of frustration and failure ž  Increased exposure to ideas and connections ž  Lasting relationships Peer Mentor Minimum Qualifications ž  Minimum 2.75 cumulative grade point average ž  Rising junior, senior, or graduate student of North Carolina Central University ž  In good standing with the University ž  Involved in the University and Community at large ž  Exhibit exceptional interpersonal skills AEA Peer Mentor Selection Process ž  Marketing materials are distributed to the campus through social media, University Announcements, and Career Services ž  Prospective mentors then complete and return the AEA Peer Mentor Application packet that outlines the details of the program, roles, responsibilities, and expectation of the ideal mentor ž  Application includes an unofficial transcript, resume, background check, and two letters of recommendation (Academic & Community) Selection Process Continued… ž  Mentors who meet the criteria and have successfully completed the application will then be contacted for a panel interview conducted by professional AEA Staff ž  Panelist will then decide which applicant’s qualifications most closely matches our requirements and the needs of the students AEA Peer Mentor Training Process ž  The University College Training Specialist and AEA Program Director work collaboratively to develop training for AEA Peer Mentors ž  Mentors are required to complete 10 training sessions Topics Include: —  —  —  —  —  Leading the Way Getting Started Being an Effective Role Model Leadership Spotting Trouble and Solving Problems AEA Peer Mentor Educational Programs ž  “Is Your Crown Visible?” ž  “Who is Sleeping in My Bed?” ž  “Study Cypher” ž  “Face Off: What’s Your Learning Style?” ž  “College 101: Class Is Now In Session” Challenges Associated with AEA Peer Mentoring ž  Overcommitted ž  Maturity ž  Staffing Students of Mentors of Male Mentors Quantitative Outcomes YEAR   UNIVERSITY RETENTION RATE   AEA RETENTION RATE   AEA FIRST YEAR AVG CUM GPA   AEA CURRENT AVG CUM GPA   2011   71.5%   78.3%   2.462   2.547   2012   73.2%   90%   2.553   2.412   2013   76.6%   82%   2.893   2.831   2014     97.5% (Projected)     2.914   Qualitative Outcomes Peer Mentors encourage students to become more involved in On-Campus University Life With the guidance of Peer Mentors, students of the Aspiring Eagles Academy have gained leadership positions on campus that include, but are not limited to: —  —  —  —  —  —  —  —  Student Government Association President Senate Members Student Activities Board Vice-President Athletics Greek Letter Organizations Honor Societies Dance / Modeling Troops LGBT Center Implications for Institutional Improvements ž  Implementation of the University Supplemental Instruction Program ž  Reduction in the number of Developmental Courses ž  Model for NCAA Grant secured for $700,000 over years ž  Model for approved MAR Pilot AEA Peer Mentoring ž  “Working as a peer mentor for the Aspiring Eagles Academy at NCCU, I had the opportunity to assist incoming freshmen students to establish appropriate goals and objectives necessary to be successful in their collegiate career The program helped me to improve my leadership skills and to develop lifelong relationships with both the mentees and the professional staff.” —  Alice Genna Presenters Dr David Hood Associate Dean, University College North Carolina Central University dshood@nccu.edu William Moultrie Director, Aspiring Eagles Academy Program North Carolina Central University wmoultri@nccu.edu Derrick Hicks President, Student Government Association North Carolina Central University dhicks17@eagles.nccu.edu References ž  Catalano, R.F., Hawkins, J.D., Berglund, L.M., Pollard, J.A and Arthur, M.W 2002 “Prevention Science and Positive Youth Development: Competitive or Cooperative Frameworks?” Journal of Adolescent Health, 31, 230–239 ž  Crisp, G and Cruz, I 2009 “Mentoring College Students: A Critical Review of the Literature between 1990 and 2007.” Research in Higher Education, 50: 525–545 ž  Community College Survey of Student Engagement 2009 Making Connections: Student Engagement 2009 Findings Austin, TX: Center for Community College Student Engagement ž  Freedman, M 1993 The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Volunteerism San Francisco, CA: Jossey-Bass ž  Garvey, B and Alred, G 2003 “An Introduction to the Symposium on Mentoring: Issues and Prospects.” British Journal of Guidance and Counseling, 31, 1–9 ž  Grossman, J.B and Rhodes, J.E 2002 “The Test of Time: Predictors and Effects of Duration in Youth Mentoring.” American Journal of Community Psychology, 30, 199–219 ž  Gandara, P and Mejorado, M 2005 “Putting Your Money Where Your Mouth Is: Mentoring as a Strategy to Increase Access to Higher Education.” In W.G Tierney, Z.B Corwin, and J.ED Colyar (Eds.) Preparing for College: Nine Elements of Effective Outreach, pp 89–110 Albany, NY: SUNY Press ž  Jacobi, M 1991 “Mentoring and Undergraduate Academic Success A Literature Review.” Review of Educational Research, 61, 505–532 References ž  Johnson, W.B 2006 On Being a Mentor: A Guide for Higher Education Faculty Mahwah, NJ: Lawrence Erlbaum ž  Kram, K.E 1985 Mentoring at Work: Developmental Relationships in Organizational Life Glenville, IL: Scott, Foresman and Company ž  Pascarella, E.T 1980 “Student-Faculty Informal Contact and College Outcomes.” Review of Educational Research, 50, 545–595 ž  Rauner, D.M 2000 “They Still Pick Me Up When I Fall.” The Role of Caring in Youth Development and Community Life New York, NY: Columbia University Press ž  Rhodes, J.E., Grossman, J.B and Resch, N.L 2000 “Agents of Change: Pathways Through Which Mentoring Relationships Influence Adolescents’ Academic Adjustment.” Child Development, 71, 1662–1671 ž  Stanton-Salazar, R 2001 Manufacturing Hope and Despair: The School and Kin Support Networks of U.S.-Mexican Youth New York, NY: Teachers College Press ž  Thompson, L.A and Kelly-Vance, L 2001 “The Impact of Mentoring on Academic Achievement of At-Risk Youth.” Children and Youth Services Review, 23(3), pp 227–232  ... Pilot AEA Peer Mentoring ž  “Working as a peer mentor for the Aspiring Eagles Academy at NCCU, I had the opportunity to assist incoming freshmen students to establish appropriate goals and objectives... requirements and the needs of the students AEA Peer Mentor Training Process ž  The University College Training Specialist and AEA Program Director work collaboratively to develop training for AEA Peer. .. (Johnson 2006) ž  School-based mentoring increases grade promotion and decreases unexcused absences, tardiness, and bullying or fighting in school, while community-based mentoring improves relationships