The Importance & Impact of Mentorship in Higher Education. Michael House and Megan Stanley University of Central Missouri

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1 The Importance & Impact of Mentorship in Higher Education Michael House and Megan Stanley University of Central Missouri

2 Student Affairs as a Master s Degree 39 hours over 2 years Intro Leadership & Org Theory Helping Skills Theory (I and II) Research and Assessment Governance and Finance Law Seminar Diversity Practicum Graduate Assistantships Housing, Student Activities, MAPS, Union, International Office, Honors Program Internship Conferences CSPA organization

3 Today we will be looking at... importance & impact of mentorship transitioning to college helpful hints for student success example structure of mentorship program discussion on student services in the U.S.

4 Overview of UCM Mentorship Program The UCM Mentorship Program pairs upper-class and graduate student mentors with first-year students from populations that have been traditionally underrepresented in higher education. The program is aimed at providing the participants a supported and informed transition to college life and guidance for them to become successful students and contributing members of the campus community.

5 Mentorship defined... The word mentor (Greek) originated from the story of Homer s Odyssey. Mentoring is a process for the informal transmission of knowledge, social capital, and the psychosocial support perceived by the recipient as relevant to work, career, or professional development; mentoring entails informal communication, usually face-to-face and during a sustained period of time, between a person who is perceived to have greater relevant knowledge, wisdom, or experience (the mentor) and a person who is perceived to have less (the protégé or mentee) (Bozeman and Feeney, 2007).

6 Research on Impact... Ample research has been conducted to determine whether mentorship programs have an impact on students in higher education. Studies have shown that: having a mentor can give mentees a sense of security in students as they transition from secondary school to college (Kalen, Ponzer, & Silen, 2012). engaging and matching plays a key role in the success of the mentoring experience relationship building adds to the success of the mentor-mentee relationship time and persistence in establishing the mentor-mentee relationship adds to the bonding process with positive outcome mentees who not only had a mentor but were able to make a meaningful connection, perceived that this strengthened their career accomplishment (Curry, 2011).

7 Research on Impact... School-based mentoring has been shown to: increase grade promotion decrease unexcused absences and tardiness decrease bullying or fighting in school promote a sense of well-being for mentees by challenging any negative opinions they may have of themselves and assuring them that they have what it takes to succeed. Research has also found that those students who are a minority who had a mentor were: twice as likely to succeed have higher GPAs return to college the next year (according to Crisp and Cruz as cited in Coles, 2011).

8 Research on Importance... Students from traditionally underrepresented populations and low-income backgrounds typically earn degrees at a much lower rate than other groups (Coles, 2011). As more students from these populations begin to enter higher education, there will be a need for an increasing effort to improve college education and support to insure increasing completion rates and prepare graduates for the workforce and civil society. Mentorship programs can be beneficial in providing students with the emotional and challenging support they may need to successfully transition to college and reach the goal of completing a degree.

9 Research on Importance... Mentors can be a great resource for students by providing: guidance encouragement support insight a fresh perspective helpful feedback information on campus resources They also can play an important role in nurturing their mentee s goals and aspirations and aide them in having a successful transition from secondary school to their first year on campus (Coles, 2011).

10 What are Students Going Through? Incoming students might face many challenges during their transition to college. They can be: On their own for the first time. Establishing new relationships while balancing their home/family life. Dealing with a roommate for the first time. Taking on new responsibilities typically held by their parents. Learning to balance priorities. Establishing their place in a new culture.

11 What are Students Going Through? A few areas that students might fear: I will have difficulty finding new friends. I don t belong or can t handle college. I will have trouble getting along with my roommate. I might not be able to get the grades that my parents expect me to earn. I will get lost on campus and not be able to find my classes. I will have difficulty managing my time. I don t know if my course is best for me. I will not be able to keep up with the fast-paced course load. I don t know the available resources on campus.

12 Social Struggles As students transition into college, they might struggle with social issues. We challenge and emphasize the importance of: Joining clubs and societies, making a friend in each class, finding low-key activities, hosting small gatherings, and studying in public places. Many first year students will struggle with homesickness. It s crucial for us to meet the students where they are by encouraging them to: Acknowledge it, call home, go visit home, go out with your college friends, call a friend from back home, get out of your room.

13 Helpful Hints for Student Success for Mentors Class attendance: Missing class can significantly lower their grade even if they are doing well with assignments. Get to know their professors, they encourage visits during office hours. If they must miss class, absence ahead of time. Time management: Students will need to learn how to plan their day in order to continue towards academic and social success. Using planners, checklists, and diaries will allow them to stay organized as they progress through college.

14 Being a Role Model for Students As a role model, mentors will set the standard for students. They can help their mentees become responsible individuals by showing them the mature behavior needed for success. We encourage the mentors to: Keep their word Be invested in what the students are saying Keep their values from conversations Showcase theirself as being trustworthy, capable, and dependable Use self-disclosure when appropriate If they make a mistake, admit it to their students Be aware of their own identity Be authentic, sincere, and honest Have a sense of humor

15 Providing Resources Mentor as the First Point of Contact Mentors have the opportunity to be the first point of contact for mentees. Mentees will often come to their mentor first when they have a problem. Mentors should be familiar with campus resources so they can be a gateway to the resources available for students.

16 Who is a Mentor? Mentors help you learn and often share common topical, methodological, or conceptual interests. They also are available to work with you in a professional and sometimes a personal manner. Mentors understand you, see potential in you, and help you develop that potential. They inspire you and challenge you. Bonaparte & Baldasty, Finding Mentors (2009)

17 Impact and Statistics of Program The program as more than doubled in size in the last year 85% retention rate 2015 rendered a 93.70% success rate Average GPA of 3.06 Many of the students are now involved with student societies, student government, committees and student employment Involvement is key to success as an involved student is a successful student!

18 Socials and activities: Mentorship Welcome Social Movie nights Dinner and game night Bowling night Rock wall climbing Archery night End of the year banquet and award ceremony Programs and informational sessions: Study Abroad Opportunities Resume Building Workshop Applying for Scholarships Dealing with Stress and Depression Money Management Socials, Activities, and Programs

19 Stories of students... Danielle stated on the first day of the AE 1800 class that the reason she came to college was because she was influenced by the life choices of her family who did not attend college and wanted to obtain an education in order to make something out of herself. She quickly got involved on campus in organizations such as ABC and Hall Council. Danielle and her mentor, Martin, made an instant connection and stated she felt they were a match made in heaven. Her first semester was tough on her academically. However, with the help of Martin, she has continued to use campus resources such as study groups, ARCs and the Student Success Center to improve her grades. Madi has already been a great role model for her peers. During her first semester at UCM, she received a 4.0 and became very involved on campus. Her mentor has said that Madi has been teaching her things about UCM that she didn t even know because Madi has taken much initiative to discover services and activities provided by UCM. Elexus has faced a great deal of adversity in her life. Her journey to UCM has been difficult and at times unsupported. Within her first year at UCM, Elexus has blossomed. Not only has she found her passion in Criminal Justice, she feels as though she has found herself. In her Who Am I? final paper she writes "I feel like I am finally becoming a strong young lady. I am learning my place in this world and I love college and I love this campus. I wouldn't want to be anywhere else but here at UCM." As an MCAC rural student, Jazmin struggled academically her first semester. However, with encouragement from her mentor and the use of campus resources, she has quickly improved her academic habits. In her spring semester she reached her goal of all A s and B s at finals.

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21 Structure of a Mentorship Program Every office is responsible for these students If you design a resource or program for first generation, lowincome, and underrepresented students, it will meet the needs of all students Students perform better if they don t have an at-risk label Finding their niche is critical to their success

22 Implementation of program: Role expectations Goal clarification Frequency of contact Duration of relationship Matching concerns Relationship boundaries Periodic evaluation Structure of a Mentorship Program

23 There is no greater joy nor greater reward than to make a fundamental difference in someone s life. -Mary Rose McGeady

24 UCM Mentorship Program

25 References References Coles, A. (2011). The role of mentoring in college access and success. Institute for Higher Education Policy, 2(5), Retrieved from Goff, L. (2011). Evaluating the outcomes of a peer-mentoring program for students transitioning to postsecondary education. Canadian Journal for the Scholarship of Teaching and Learning, 2(2), 15. McMillan, J. (2012). Educational research: Fundamentals for the consumer. (6th ed.). Boston: Pearson. Bozeman, B. & Feeney, M. K. (2007). Toward a useful theory of mentoring: A conceptual analysis and critique. Administration & Society 39 (6): doi: /