Mission: To increase student success and student engagement by building collaborative relationships between students, staff and faculty. Concept: Provide a student mentoring experience that adds to student support programs and activities that fit into the “Estrella Experience” by utilizing the talents, career knowledge and college experiences of faculty and staff members. Goal: Increase student success and campus engagement. Provide opportunities for faculty and staff to make real connections with students.

Program Objectives STUDENTS: Help students learn how to be successful. Help students focus on individual goal achievement. Help students successfully transition into college. Assist in connecting students with campus resources, educational opportunities and careers.

Program Objectives EMPLOYEES: Broaden employee knowledge related to student life and student support services. Assist in employee development by creating stronger campus connections through student mentoring. Provide opportunities to strengthen the Learning College culture by learning through the mentoring process.

What We Know About Mentoring Mentoring relationships in a 21 st century context are complex and undefined. There is not one single definition. Mentoring in higher education appears to have a positive impact on student development thereby contributing to increased persistence and college satisfaction. Mentoring in higher education can take on many forms but generally falls into 2 categories, formal and informal. E2 is a structured formal mentoring program designed to increase academic success. 4 Dimensions of mentoring supported by the research include: 1) psychological or emotional support 2) goal setting and career paths 3) academic subject knowledge support 4) the existence of a role model

TIERED LEVELS OF MENTORING 1-To-1 MENTORING CAREER INTERVIEW PEER MENTORING JOB SHADOWING

Now That I’m a Mentor…. Mentoring relationships are “helping relationships usually focused on achievement. Mentoring relationships are personal and require contact. – 6 Connections (E2 recommends the first 3 connections be in person, the other 3 can be via , text, Facebook, etc.) Remember the college experience most likely is very new to your mentee – the last educational experience was probably high school and your mentee may still be adjusting from the expectations of high school to college. Remember your role: It is not a counselor, not an academic advisor and not a tutor. You serve as a “connector” – a link to campus resources and a connector of your experiences that may assist the mentee in succeeding in their own college experience. Don’t put undue expectations on your mentee (i.e. seek unpaid internships that require 20+ hours a week). Objectives must be realistic and fit into the mentees’ life. TITLE IX Training

Phases of a Mentoring Relationship The MENTORING Relationship PREPARING Share Journey, establish points of connection COLLABORATING Define roles & Expectations IMPLEMETING Learning relationship begins (most of your time is spent in this phase) CLOSING Formal ending to relationship

How Can I Support My Mentee? Guidance & Information Resourcing Advising Enlightening Skill Building Teaching Coaching Modeling Experiential Guiding Consulting Sponsoring

Assessment: How Will We Measure Success? Fall to Spring / Fall to Fall Persistence Increased confidence in college going behavior Stronger goal attainment (declared majors) How: Mentee profiles Self-Efficacy Surveys (Pre and Post) Engagement Logs (very important) Surveys (both mentor and mentee) SIS Course completion

Next Steps Launch Party: Monday, September 10 th from 3:30-4:30 – Goal: Schedule your first meeting with your mentee –so come prepared with schedule options. Mentor Packets Engagement Logs Mentor Check-In Gathering: Week of October 22 nd Reminder: Use the Mentor Buddy System – ask your colleagues for advice related to mentoring or available support resources

COLLEGE COMPLETION Together We CAN Make a Difference The Finished Products Will Be Amazing