1. 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)

2. 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

3. 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

4. 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

5. 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.

6. 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.  

7. 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

8. 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.

9. 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.

10. 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)

11. 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.

12. 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

13. 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

14. 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
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.)