Strategic Plan Update on Improving Student Mentoring Eileen Morgan-Zayachek, Associate Provost (Modified from a Presentation Created by Lisa Wenck, Senior Executive Employee Services Officer)

SP Action Items: Cross Divisional Effort 100% complete Develop Peer-Mentoring Networks (student-student) VP Frank Chambers A clearly articulated program with measurable outcomes. $0 May-17 1d-2 Define Faculty Role (faculty-student) Associate Provost Eileen Morgan-Zayachek Clear description of faculty roles in mentoring students 1d-3 Define Staff Role in Student Mentoring (staff-student) Senior Executive Employee Services Officer Lisa Wenck Clear description of staff roles in mentoring students

Peer (Student) Mentors 3 Sub-Groups Formed Peer (Student) Mentors Staff Mentors Faculty Mentors Monica Grau Eileen McClafferty Kelly Gallager Christine Edwards Linda Drake Joe Pignato Patty Leiva Amy Benedict Beth Small Kate McMichael Karen Munson Yolanda Sharpe Faith Tieman Deb Ost Eileen Morgan-Zayachek Franklin Chambers Lisa Wenck

Strategy Developed Collaboration among sub-groups to develop common umbrella definition of mentoring & identify characteristics of quality mentoring for campus Collaboration kicked off by a workshop for sub-groups facilitated by Judy Foster, SkillPath Training Company

Student Mentoring at SUNY Oneonta: Common Definition Drafted Student Mentoring at SUNY Oneonta: Purposeful engagements, whether informal or formal, that guide students towards personal development and realization of individual goals.

Guiding Principles for Mentors Drafted Next (Fall ‘16)   Reflective: The mentor believes in and practices the concept of individual growth and self-development. Mentee Focused: The mentor listens well, is non-judgmental, acts in a caring and ethical manner, establishes and maintains effective communication,  and facilitates mentee's goal setting. Committed: The mentor helps create and sustain a relationship with the mentee. Resourceful: The mentor serves as a key resource for the mentee, providing knowledge and insight when possible; directs the mentee to other resources when appropriate; and strives to offer ongoing, focused support.  

Next Step: Application of Principles During the remainder of the fall ‘26 semester and into spring ‘17, sub-groups met to develop specific examples related to their group

Student-Student Mentors Student Peer Mentors provide an initial connection to the College through individual and group outreach. Those initial connections can develop into a longer term mentor/mentee relationship if both parties are invested. Student Mentors facilitate conversations about student success in a nonjudgmental and inclusive space where mentees can ask questions or ask for encouragement. Student Mentors serve as resources to their mentees by being knowledgeable about campus services and college policies through the lens of a current SUNY Oneonta students.

Student-Student Mentors (cont.) 4. Student Mentors support student success, which is both individually defined by the student and by the departmental mentor function. 5. Each Department will discuss ethical and contractual boundaries for their mentors; however, all student mentors will operate with the over-arching guiding principles in mind.

Faculty Mentors of Students Related to Reflective principle: faculty are closest to academic learning, typically have a different perspective: encourage reflective practice among students so that they can honestly and fully assess their own progress and self-development Related to Mentee Focused (also Reflective) principle: striking the right balance between inspiration and influence recognizing, honoring student agency (valuing their volition, respecting their ability to work toward resolutions, self-assertion)

Faculty Mentors of Students (cont’d) Related to Committed (also Resourceful) principle: faculty serve as bridge from academic/college studies to professional experiences, and subsequently post-graduation experiences. Faculty, like some staff, do often interact with students over a period of time, see the development, changing aspirations, etc. Related to Resourceful principle: academic and professional advice from faculty working in field is often impactful on students. Some very discipline-specific opportunities that faculty can facilitate for students.

Staff Mentors of Students Related to Reflective principle: staff are essential to education that occurs outside the classroom, encouraging growth and self-reflection in life-learning activities during and beyond the college experience. Example: Use of journals to establish expectations and document reflections Related to Mentee Focused principle: staff strike the right balance between inspiration and influence fostering open, effective and reciprocal communication Example: Commitment to understanding power dynamics and boundaries

Staff Mentors of Students Related to Committed (also Resourceful) principle: staff serve as links for students from initial entrance to college through graduation and beyond. Example: STARE Principle (Situation, Task, Action, Result, Expectation) Related to Resourceful principle: staff promulgates academic and professional advice based on knowledge and expertise in their specific fields. Examples: Referral list of “Go-To Experts” Workshop for mentors and mentees on how the make the most of the relationship

Next Steps Solicit feedback on drafted definition and guiding principles from formal groups such as Senate, Student Assembly and Administrative Forum plus the wider campus community. Feedback can be sent to SPCMentoring@oneonta.edu Definition and guiding principles will then be finalized and used, along with input from the campus community, to define exceptional mentoring and develop appropriate recognition. Drafts will be shared with campus community for feedback before definition(s) and recognition plans are finalized. (We will also be working with Advising groups to define exceptional advising and develop appropriate recognition.)