1. The Student Mentor Team: A New Support Model for the Millennial Generation Carolyn Buford, Ph.D. Associate Dean of Students Britt Andreatta, Ph.D. Assistant Dean of Students

2. The Impetus  Millennials and their parents have high expectations for campus services as well as student success.  Millennials are less independent than previous generations and are accustomed to high levels of individual support. This can make the transition to college more stressful.  There has been a dramatic increase in students who are suffering from severe levels of depression and anxiety as well as other serious mental health concerns.  Campus counseling centers are now overwhelmed with students in crisis and as a result, there is a need for ways to support students with more common transitional issues.  Millennials desire relationships with their “elders”.  Current students are very comfortable with technology. They also are comfortable with social intimacy in an on-line context.  Students most often access computer services such as email and websites during the middle of the night, when campus departments are not open.

3. Pilot Program  Started with freshmen class of 4,000  Sent monthly e-newsletter to student campus email address (captured from mainframe)  Every e-newsletter contained: 1.a message of our commitment to their academic and social success 2.an invitation to email any questions with a guarantee of a response within 48 hours 3.an invitation for one-on-one support through individual appointments 4.information on relevant services, workshops, deadlines, etc.

4. Outcome  Trust in Frosh Mentor developed over time with consistent, caring contact.  Each month, more and more students emailed questions and/or requested appointments.  Students asked for help with academic, social, and crisis issues.  Departments saw increase in student usage of their services (due to both their announcements and mentor’s referrals).  Several crisis situations were quickly identified and resolved.

5. Sample Emails  See handout.  Students were quite comfortable with interacting via email.  Most responses focused on providing accurate information and a referral to the appropriate office, website, etc.  Students were willing to share intimate details of their experience due to the “anonymous” nature of email – making it easier to ask for help or acknowledge problems.  Mentor responded to more serious or crisis situations with an offer for an individual appointment. Most of these led to same-day referrals to appropriate staff or departments.

6. Need to Expand Program  Students continued to email the Frosh Mentor in their 2 nd and 3 rd years.  Students move from many direct support services offered to freshmen to very few identified services for sophomores.  Every class level is at a different developmental stage.  Services could be better targeted and advertised to specific classes (e.g. career services or academic advising).  With counseling centers overwhelmed with crisis situations, someone needed to provide support to students with more common transition or non-urgent issues (with colleges still providing academic advising).  In current budget climate, Student Affairs benefits from having its programs and philosophy of student support more visible to both students and parents.

7. The Student Mentor Team  Created new team of 10 staff members with 2 to support each class level (frosh, sophomore, transfer, junior, senior, graduate).  Offer same services (monthly e-newsletter, email responses, and one-on-one appointments).  Requires approximately 10-20 hours/month.  Provides professional development opportunity.  Team provided with training on student development theory, current trends, as well as campus departments and services.  Current staff are invited to apply for two-year position with supervisor providing release time for this effort.  The program is coordinated by the Assistant Dean of Students of First-Year Programs and Leadership Education.  Team responsible for educating Division and campus on trends and issues as needed.

8. The Student Mentor Team  Campus departments are invited to submit entries for each newsletter (not open to student clubs or local businesses).  Departments encouraged to design and market their services developmentally (i.e. different message for each class level).  Mentors can also design or request a workshop to address a current trend.  Team provided with clout to identify a problem that needs attention, both within and across divisions (Dean and Vice Chancellor available to assist with latter).  Students and parents learn about the Student Mentor Team at summer orientation, through campus publications, the SMT website, announcements at campus events, and by receiving the emails at their campus address each month.

9. Frosh Contacts & Trends  300-400 emails per year  75-100 appointments per year  Themes: - fitting in (not from S. Cal, not into party scene, lower income, student of color, homesickness, transferring) - academic adjustment (study habits, grades, academic probation, etc.) - choosing classes and majors - getting involved, balancing school - crisis (personal or another student)

10. Soph Contacts & Trends  75-100 emails per year  20-25 appointments per year  Themes: - selecting a major - graduating on time, completing GEs - improving grades - internships and career planning - opportunities like study abroad, UCDC, Semester at Sea - getting involved - crisis (personal or another student)

11. Transfer Contacts & Trends  50-75 emails per year  10-15 appointments per year  Themes: -transferability of work, frustration with transferring -academic performance, progress in major, graduation planning -career planning, graduate school -getting involved, social connections, loneliness -crisis (personal or another student)

12. Junior Contacts & Trends  50-75 emails per year  5-10 appointments per year  Themes: - graduating on time, schedule planning - major advising - internships and career planning - getting involved - crisis (personal or another student)

13. Senior Contacts & Trends  50-75 emails per year  5-10 appointments per year  Themes: - graduating on time, schedule planning, study abroad unit transfers - career planning, graduate school - planning for commencement weekend - crisis (personal or another student)

14. Grad Contacts & Trends  25-50 emails per year  5-10 appointments per year  Themes: - social opportunities and balancing - funding sources - adjusting to grad school (stress, new environment, etc.) - leadership opportunities - student rights with regards to faculty - academic policies (committee, etc.) - crisis (personal or another student)

15. Feedback from Students  “First and foremost, I would like to say thank you for such a warming and friendly e-mail. Get used to seeing my email address, because I will definitely use your services.” - Freshman  “Remember me? I saw you a few weeks ago about wanting to transfer. Well, I’ve been following the plan we created and I am doing so much better! I think UCSB is going to work out afterall. Thanks!” - Freshman  After getting a response from the mentor, “Thank you so much!...I have been trying to get that exact information forever and no one will call me back or reply to me!” - Sophomore

16. Feedback from Students  “I was delighted to receive this message, because of the resources that you offer. Thank you for the help that you provided me.” - Junior  “I’m a senior and I just wanted to say I think it's cool that you guys offer this kind of service. It's really convenient. I'm sure we'll definitely get a chance to meet each other soon. Take care!” - Senior  “I am now entering the end of my grad career here. I would have loved to have had a program like this early on. Thank you for doing this! Best wishes.” - Graduate Student

17. Questions & Answers