Yari M. Marrero, MHS UCC-Peer Mentoring Program Coordinator

Presentation Objectives: Share an overview of the UCC Peer Mentoring Program (UCC-PMP). – Objectives – Conceptual Framework – Selection Criteria – Program Evaluation

UCC-PMP Purpose Enhance student success and retention through academic and non-academic support in adapting to the academic environment and meeting the challenges of a demanding program of studies.

UCC-PMP Objectives: – Improved student academic self-efficacy and effective learning practices: to develop and enhance a sense of student academic self-efficacy through the mentoring relationship, to become effectively integrated into UCC, through academic and non-academic support to the faculty and campus as a whole, to acquire the necessary skills to become independent and life-long learners.

UCC-PMP Framework: SELF-EFFICACY Based in the Social Learning Theory approach and cognitive behavioral learning models. According to Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (1995, p. 2).

For example, self-efficacy mediates the effect of social support on physical symptoms after surgery in 193 cardiac patients, (2007) R. Schwarzer et al.

Self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. Bandura (1994) described these beliefs as determinants of how people think, behave, and feel.

Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.

People with a strong sense of self-efficacy: View challenging problems as tasks to be mastered. Develop deeper interest in the activities in which they participate. Form a stronger sense of commitment to their interests and activities. Recover quickly from setbacks and disappointments. People with a weak sense of self-efficacy: Avoid challenging tasks. Believe that difficult tasks and situations are beyond their capabilities. Focus on personal failings and negative outcomes. Quickly loose confidence in personal abilities (Bandura, 1994).

These beliefs begin to form in early childhood as the children deal with a wide variety of experiences, tasks, and situations. However, the growth of self- efficacy does not ends during youth, but continues to evolve throughout life as people acquire new skills, experiences, and understanding (Bandura, 1992).

Mentors Training Mentors and Mentees encounters - Will be 2 encounters monthly (mentors will receive a monthly compensation) Program Implementation Program Evaluation Program Design Assignment of Mentor and Mentees

Course Selection An analysis of academic performance by Dr. Omar Pérez, detailed difficulties resulting in failing or barely passing courses, often in basic courses like: – human anatomy, – physiology, – radiographic physics, – basic principles of radiographic exposure

Using the admission ranking we selected: -8 top rank -8 medium rank -8 low rank Others who showed interest MD All the new students coming directly from high school TR

MD Recommended by the faculty for their performance and social skills

Mentors and Mentees Self- evaluation Mentors and Mentees Baseline assessment Mentors and Mentees Follow up