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Falcon Mentoring Daytona State College n M r s e t o
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1 2 3 4 DSC Mentor Groups Athletes Homeless
Men of Character Initiative 3 Student Life Skills (select sections) 4
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What is Mentoring? RELATIONSHIPS EXPERIENCE Broad forms of support
Focused on the growth and accomplishment of an individual Professional and career development Personal and reciprocal Role modeling Several forms of assistance Psychological support Mutually beneficial Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and Research in Higher Education, 50,
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Mentoring Matters Overall, findings have been positive and have indicated a positive relationship or an impact of mentoring on student persistence and/or grade point average of undergraduate students. Positive relationship between first year Latina/o students’ perceptions of mentoring and their comfort with the university environment. Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and Research in Higher Education, 50, Bordes, V., & Arredondo, P. (2005). Mentoring and 1st year Latino/a college students. Journal of Hispanic Higher Education, 4(2), 114–133.
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Five Effective Strategies
Make Yourself Available Foster Community Be Attentive Encourage Participation in the Community Be Understanding Pito, M., Ramirez, C., Joacin, N., Prentice, S. & Clarke, C. (2013). Five effective strategies for mentoring undergraduates: Students’ perspectives. Council on Undergraduate Research Quarterly, 33(3),
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The Mentoring Relationship Cycle
Transition (toward closure) “Real” Mentoring Challenging & Testing The Beginning Mentoring Resource Center. (2006). Overcoming relationship pitfalls. Mentoring Fact Sheet, 10. Rummell, C. (2006). Effective communication in the mentor/mentee relationship cycle. In A. Cannata (Ed.) Ongoing training for mentors: 12 interactive sessions for U.S. Department of Education mentoring programs (pp. 17–22). Folsom, CA: Mentoring Resource Center.
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R F ! A E P Be mindful of your surroundings.
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What FERPA Means for Mentors
Contact your Mentee’s professor with questions (i.e. Attendance, Success in class) Login to PeopleSoft and search for your mentee’s current schedule. Send an to each of your mentee’s professors introducing yourself and asking for feedback. If your mentee is in SLS, meet with the professor and offer to be introduced to the class. Ask another professor to introduce you to the student after class. You CANNOT discuss your Mentee’s academic records with anyone who does NOT have a vested interest
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Be consistent Be realistic It’s OK to say No
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How to Get Involved Go to: DaytonaState.edu/FalconMentor
Wait to be contacted Complete and submit the online form Click “here” to apply Go to: DaytonaState.edu/FalconMentor For questions, please contact the Chair of the Mentor Committee, Karen Braley at
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Center for Women and Men
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Resources for Mentors/Mentees
Walk your mentee to an office you may recommend (Career Services, Advising, ASC, Center for Women & Men, etc.)
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Planning & Professional Development
Thank you! Dr. Kristen Getka Training Coordinator Planning & Professional Development Erin LeDuc, M.S. Director Center for Women & Men
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References Bordes, V., & Arredondo, P. (2005). Mentoring and 1st year Latino/a college students. Journal of Hispanic Higher Education, 4(2), 114–133. Crisp, G. & Cruz, I. (2009). Mentoring college students: A critical review of the literature between and Research in Higher Education, 50, Mentoring Resource Center. (2006). Overcoming relationship pitfalls. Mentoring Fact Sheet, 10. Pito, M., Ramirez, C., Joacin, N., Prentice, S. & Clarke, C. (2013). Five effective strategies for mentoring undergraduates: Students’ perspectives. Council on Undergraduate Research Quarterly, 33(3), Rummell, C. (2006). Effective communication in the mentor/mentee relationship cycle. In A. Cannata (Ed.) Ongoing training for mentors: 12 interactive sessions for U.S. Department of Education mentoring programs (pp. 17–22). Folsom, CA: Mentoring Resource Center.
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