Alumni Mentoring Program. Program Handbook

Transcription

1 Program Handbook

2 Section Table of Contents Page Number Welcome & Overview 3 Benefits 5 Eligibility 5 Responsibilities & Expectations 6 Program Structure 7 Best Practices & Resources 8 o TCSPP resources 8 Appendix 9 o Alumni Mentoring Program Application 10 o Ideal Mentor Scale 14 o S.M.A.R.T Goals 16 o S.M.A.R.T Goals Worksheet 17 o Alumni Mentoring Program Timeline & Events 18 o Alumni Mentoring Program Evaluation (Post Survey) 20 o Focused Group Questions 24 2

3 Welcome Welcome to the TCSPP Alumni Mentoring Program (AMP)! We are excited about your involvement. Your mentor/mentee relationship will contribute to the success and retention of new practitioner scholars and most importantly, the learning of our students. We are here to ensure that you have the resources needed to make the most of this important partnership. The contents of this handbook will guide you through the mentoring process and act as a resource. Please read it thoroughly to become familiar with the different components of the program. Overview The TCSPP Alumni Mentoring Program is designed to pair successful alumni mentors with current students in support of their professional development by providing advice, assistance, and guidance. In turn, alumni mentors benefit with hands-on experience in personal development, harnessing student energy, and gaining career insight in their respective fields. Acknowledging varying commitments, the Alumni Mentoring Program is flexible and can be easily adapted to fit all schedules. Mentors and mentees are asked to commit to meeting at least once or twice a month through the medium of their choosing (i.e. in person, , phone, Go-To-Meeting, etc.). The Alumni Mentoring Program aims to create connections both in and outside of the classroom during the student s time at The Chicago School and beyond. The program allows for current students to impart their knowledge and experiences attending The Chicago School, and enhance their communication and goal setting skills. Mentors have the opportunity to advise students on academic guidance, career advice, and professional development. Opportunities to interact with students include virtual chats, on-campus mixers and workshops, volunteer opportunities, and social events. Mentors and students will be paired based on a variety of factors, including common career interests and geographic preferences. There will be an expectation for both individuals to engage each other on a regular basis to ensure the relationship grows and benefits both the student and the professional. Pairs are asked to meet at least once a month for a formal commitment of 4 months, and we hope to allow each mentoring relationship to develop in a way that best suits the individuals involved. Alumni do not have to be on campus to leave a footprint at TCSPP. Whether you are right down the street or across the globe, we invite alumni from around the world to apply and be part of the TCSPP Alumni Mentoring Program. MENTORS AND STUDENTS WILL BE PAIRED BASED ON A VARIETY OF FACTORS INCLUDING COMMON CAREER INTERESTS AND GEOGRAPHIC LOCATION. 3

4 What is mentoring? Mentoring is a structured and trusted relationship that, in this case, matches TCSPP students with TCSPP alumni with the goal of guiding, supporting, and encouraging the development of the mentee. Effective mentoring places an importance on the relationship between the mentor and the mentee. Mutual trust, respect, commitment, and collegiality are important to the relationship and the process. Overall, an effective mentorship can provide career assistance to mentees by enhancing a sense of professional competence and career identity. It is hard to provide a formal definition of mentoring, since it can take on a variety of forms and serve a variety of purposes. Mentoring is an important process in the development and growth of an individual. The relationship between a person with an expert knowledge in an area and a person who wants to learn from an expert is defined as mentoring (Moore et al., 2007). Cultivating leadership skills in practice-intensive specialties is essential and has the potential to create a pool of scholar-clinicians with the confidence to manage the tasks of education and clinical implementation. Mentoring can serve as a bridge to link expert knowledge and leadership practice to help foster a new generation of leadership in organizations. Some studies have shown a positive relationship between mentoring, retention, confidence, and professional and personal growth. The concept of mentoring is not something new, but rather old in its practice. According to Talley (2008) the premise of a guiding mentorship is one of role acquisition and socialization through interactive learning. Professional development can be linked to a mentor or mentoring opportunities. Mentoring is an important process in the development and growth of an individual. The relationship between a person with an expert knowledge in an area and a person who wants to learn from an expert is defined as mentoring (Moore et al., 2007). The historical evolution of mentoring theory and practice is influenced by a significant by-product, such if properly coordinated, it can have the potential to result in a profound contribution to the development of future leaders in many professional fields. BRINGING STUDENTS AND PROFESSIONALS TOGETHER In order to be a mentor, and an effective one, one must care. You must care. You don t have to know how many square miles are in Idaho, you don t need to know what is the chemical makeup of chemistry, or of blood or water. Know what you know and care about the person, care about what you know and care about the person you re sharing with. Maya Angelou One of the greatest values of mentors is the ability to see ahead what others cannot see and to help them navigate a course to their destination. John C. Maxwell What I think the mentor gets is the great satisfaction of helping somebody along, helping somebody take advantage of an opportunity that maybe he or she did not have. Clint Eastwood What makes a good mentor? The dictionary defines a mentor as a wise or trusted adviser or guide (Merriam-Webster, n.d.). A mentor is not someone who knows everything, but rather someone who can advise a mentee and support them during their career journey. Thompson (2010) writes that a mentor s role is to foster one-to-one relationships, challenging individual competence and responsibilities. These outcomes are the result of the mentor asking challenging questions, having a relationship with the mentee, and a keen insight to what the mentee is willing to learn. Leadership mentoring is the formal and informal relationship of professional performance expectations developed through purposeful interactions between aspiring and practicing principals in the context of authentic practice (Brown-Ferrigno & Muth, 2006). Your knowledge, experience, and insight will help students maximize their TCSPP experience and open their eyes to the opportunities and challenges they will face after graduation. Whether you were supported by alumni during your own time at TCSPP or you simply want to give back to the institution that has helped shape your career, mentoring is an easy way to make a real, lasting impact on the TCSPP community. 4

5 Benefits Here are some of the unique benefits experienced in mentor-mentee relationships: Alumni Mentor Share knowledge of your education, career path, successes, failures, and what your experiences have taught you Acquire experience in coaching and fostering the talent of current TCSPP community members Increase the value of your TCSPP degree by investing in future alumni Cultivate a stronger connection with TCSPP Deepen your knowledge of the current student body, and campus communities and activities Network with other alumni participants Experience renewed pride and excitement for your work Gain a heightened sense of purpose and professional development Student Mentee Grow in self-awareness and self-discipline Deepen your knowledge of a specific industry, employer, organizational culture, and/or job function Test ideas and construct a personalized development plan with the help of a real-world professional Learn to receive and accept both praise and constructive feedback Improve your job search and networking skills and expand your professional network Gain a heightened sense of purpose and professional development Increase career opportunities and further enhance relationship management skills Eligibility Participants in the TCSPP Alumni Mentoring Program must meet the following eligibility requirements: Mentor Eligibility: Certificate or degree conferred from TCSPP in any academic program At least 1 year of professional experience in the chosen field Mentee Eligibility: Current student enrolled in any TCSPP certificate or degree academic program Mentor Tip: Be honest with your mentee and help them be an active participant in the relationship. MENTORS CAN ALSO USE THIS MENTORSHIP EXPERIENCE AS AN OPPORTUNITY TO REINFORCE PROFESSIONAL CONNECTIONS WITH THEIR NETWORK, AND EVALUATE THEIR OWN PROFESSIONAL DEVELOPMENT. 5

6 Responsibilities and Expectations As a mentor or mentee, it is important to follow the responsibilities and expectations outlined below to ensure a successful professional relationship. Mentor Expectations: Communicate with your mentee at least once a month through applicable channels (i.e. , phone, in-person, etc.) Set expectations with your mentee regarding how and when you will remain in contact Create and nurture a professional relationship with your mentee through thoughtful conversations related to professional development Respond to all communications in a timely manner Maintain confidentiality at all times, barring ethical or safety concerns Notify TCSPP Alumni Relations of any issues during your time as a mentor Provide feedback about your experience through pre- and post-surveys RESPONSIBILITIES Providing career direction and insight to students Acting as a professional resource to students Facilitating networking by introducing your mentee to professional contacts Sharing knowledge and experiences Serving as a coach and advocate for the mentee Being a positive role model Responsibilities: Clarify concepts and proactively seek answers to the mentee s questions Reinforce important competencies and skills valued for a successful career in the chosen field Serve as a role model by demonstrating professional behavior Help mentee identify and set goals, track progress, and adapt to changes Refer students to appropriate services, where needed Help mentee navigate TCSPP academic policies and procedures, where needed What is not expected as a mentor: To offer jobs or internships To have all the answers To initiate all contact with mentee Mentee Expectations: Communicate with your mentor at least once a month through applicable channels (i.e. , phone, inperson, etc.) Set specific goals for the mentoring relationship with the mentor Be open to thoughtful conversations related to professional development, including suggestions and feedback Be appropriate in requests to mentor (i.e. not asking for a job or internship) Maintain confidentiality at all times, barring ethical or safety concerns Notify TCSPP Alumni Relations of any issues during your time as a mentee Provide feedback about your experience through pre- and post-surveys Confidentiality The mentoring relationship should be based on trust and honesty. Information shared within the context of the relationship should be handled with discretion, and confidentiality should be honored in most situations. However, for the well-being of all involved parties, including the university, confidentiality cannot be offered in the following situations: The mentor/mentee talks about suicide 6

7 The mentor/mentee discusses intentions to harm another person If you believe your student may be in distress, please provide them with this contact information for the Student Solutions program: Student Solutions Web identifier: TCSPP For Title IX sexual misconduct resources available free and confidentially 24 hours per day, 7 days per week, contact the YWCA: YWCA Rape Crisis Hotline Program Structure Application and Training/Orientation Applications will be made available after the start of the fall semester and close in mid-october. As part of the application process, student mentees and alumni mentors are required to attend a training/orientation session to be eligible for participation. If a mentor/mentee has previously completed training and their previous match wishes to continue with them, orientation requirements may be waived. Training information will be sent by TCSPP Alumni Relations. Matching Process Prospective mentors and mentees complete the AMP application. Submitted applications are reviewed and matched based on personal and professional commonalities. Depending on the interest generated by the program, everyone may not be matched at any given time. Once the matching process is complete, mentors and mentees will receive notification with the name and contact information of their match. Depending on the number of applications, a mentor might have more than one mentee. Time Commitment and Communication The formal relationship is around a 6-month commitment (e.g. Fall through Spring semester). Mentors and mentees should communicate at least once a month and in whichever form agreed upon by the pair (i.e. phone, , video chat, in person, etc.). After the formal commitment has ended, pairs are able to continue of their own accord, if desired. The Chicago School of Professional Psychology is not responsible for continued partnerships after the formal end of program. Participants assume responsibility for their own mentoring relationships. However, TCSPP staff are available as needed. 7

8 Evaluation Participants will be surveyed on a regular basis. Surveys are designed to evaluate the individual relationships and identify areas of growth for the program. At the conclusion of the formal relationship, participants have the option of continuing their relationship, applying to be matched with a new student/mentor, or exit the program. Best practices and resources: Mentor Action Plan Determine my goals and expectations Determine mentee s goals and expectations Contact information/ Preferred contact method Communication log Set up goal to work together action plan for mentor and mentee Keep notes on conversations for goal setting and constructive feedback Review and offer feedback regarding your mentee s development plan Complete post survey Mentee Action Plan Determine my goals and expectations Determine mentor s goals and expectations Contact information/ Preferred contact method Communication log Set up goal to work together action plan for mentor and mentee Keep notes on conversations Construct a professional development plan based on discussion with mentor Complete post survey Send formal thank you note to mentor TCSPP Resources Alumni Relations alumni@thechicagoschool.edu Career Services careerservices@thechicagoschool.edu mychicagoschool TCSPP s main student website Student Solutions offers mental health counseling 24 hours per day, 7 days per week Web identifier: TCSPP Mentor Tip: Help the students understand your background 8

9 References Browne-Ferrigno, T., & Muth, R. (2006). Leadership Mentoring and Situated Learning: Catalysts or Principalship Readiness and Lifelong Mentoring. Mentoring & Tutoring: Partnership in Learning, 14(3), Retrieved from EBSCOhost. Mentor (n.d.). In Merriam-Webster online. Retrieved from Moore, A.A., Miller, M.J., Pitchford, V.J., and Jeng, L.H. (2007). Mentoring in the millennium: new views, climate and actions. Emerald 109, Talley, H.C. (2008). Mentoring: The Courage to Cultivate New Leaders. AANA Journal, 76(5),

10 Appendix Alumni Mentoring Program Application 10 Ideal Mentor Scale 14 S.M.A.R.T Goals 16 S.M.A.R.T Goals Worksheet 17 Alumni Mentoring Program Timeline & Events 18 Alumni Mentoring Program Evaluation (Post Survey) 20 Focused Group Questions 24 10

11 Alumni Mentoring Program Application Your information will be used to match you with your mentor/mentee. Contact information (i.e. name and ) will be shared with your match only. Personal Information: Name: Gender/Pronouns: Applying for role as: mentor mentee LinkedIn URL Profile: Contact Information: TCSPP Personal Phone Number: Mailing Address: Preferred contact method (only preferred contact method will be shared with mentor/mentee) TCSPP Personal Phone Additional Information: For Mentor: Graduation Year: Graduated Campus: Major/Program: Other degree(s) received: Name of institution: Year(s) received: Current industry: Current employer: Current position: Year at Current position: 11

12 How many mentees can you mentor? Areas of expertise:. What are your professional interests?.. What personal experiences, knowledge and/or skills do you believe will benefit your mentoring relationship? (e.g., starting your own business, changing career paths, relocation). For Mentee: Planned Graduation Year: Campus Location: Major/Program: Area of Study: Graduate School Interest: Career Goals:. What are your academic and/or professional goals and interests?.. What qualities do you want in a mentor/mentee?.. 12

13 For All Applicants/Pre Survey 1. How did you hear about the Alumni Mentoring Program? Alumni Office (e.g. newsletter, staff, ) TCSPP faculty/staff Other student or alumni Other: 2. What type of guidance/assistance do you expect to happen during the duration of the Alumni Mentoring Program? Please check all that apply. a. Career Advising Résumé/CV Writing Mock Interview Job Shadowing Providing Employer Information b. Academic Advising Information concerning academic program Feedback regarding professors or courses Advice concerning academic performance Other: c. Personal Support Emotional support Advice concerning leadership activities d. Other: 3. Please describe your reasons for applying to take part in the Alumni Mentoring Program 4. By participating in the alumni mentoring program, what are you hoping to gain from this experience? (i.e. professional development, time management, leadership skills etc.) 5. What kind of relationship do you anticipate to create with your mentor/mentee? 6. Which personal identities are important to you? How do they intersect with your professional life? 7. What are your hobbies and/or personal interests? 8. What else would you like us to know about you that might assist us in matching you with a mentor/mentee? 13

14 PLEASE READ COMPLETELY: By submitting this application to The Chicago School of Professional Psychology, you agree that: You are the person named on this application and that all information is correct and complete. You will be responsible to devote time to interact with your mentor/mentee for the duration of the academic semester. While the intervals and type of contact are left to each mentoring pair to determine, it is understood that some kind of interaction at least once every month is necessary to develop and sustain a meaningful relationship over this short-term program. You will contact Alumni Relations if you are unable to fulfill your obligation as a mentor/mentee so that we can arrange a re-match. You will contact Alumni Relations if your mentor/mentee does not make contact with you and/or is not responsive to your contacts. You will notify TCSPP s Alumni Relations office of any updates to your contact information. 14

15 Ideal Mentor Scale Answer each item by circling a number 1 5 according to the following importance rating: Extremely Important Moderately Important Not at All Important My ideal mentor would 1. show me how to employ relevant research techniques prefer to cooperate with others than compete with them help me to maintain a clear focus on my research objectives respect the intellectual property rights of others be a role model brainstorm solutions to a problem concerning my research project be calm and collected in times of stress be interested in speculating on the nature of the universe or the human condition help me plan the outline for a presentation on my research inspire me by his or her example and words rarely feel fearful or anxious help me investigate a problem I am having with research design accept me as a colleague be seldom sad or depressed advocate for my needs and interests talk to me about his or her personal problems generally try to be thoughtful and considerate be a cheerful, high-spirited person value me as a person have coffee or lunch with me on occasion

16 21. take me out to dinner and/or drinks after work keep his or her workspace neat and clean believe in me meet with me on a regular basis relate to me as if he/she is a responsible, admirable older sibling recognize my potential help me to realize my life vision help me plan a timetable for my research work hard to accomplish his/her goals provide information to help me understand the subject matter I am researching be generous with time and other resources Ideal Mentor Scale Scoring Protocol To calculate the score for each scale, simply add the scores for each item on that scale and divide by the number of items. Integrity item numbers (12 items): 2, 4, 5, 7, 10, 13, 15, 17, 19, 23, 26, 29 Guidance item numbers (9 items): 1, 3, 6, 9, 12, 24, 28, 30, 31 Relationship item numbers (10 items): 8, 11, 14, 16, 18, 20, 21, 22, 25, 27 Interpretation INTEGRITY: High scores indicate a preference for a mentoring style characterized by respectfulness for self and others and empowerment of protégés to make deliberate, conscious choices about their lives. Students who score high on Integrity desire a mentor who exhibits virtue and principled action and can be emulated as a role model. GUIDANCE: High scores indicate a preference for a mentoring style that is characterized by helpfulness with the tasks and activities typical of graduate study. RELATIONSHIP: High scores indicate a preference for a mentoring style characterized by the formation of a personal relationship involving sharing such things as personal concerns, social activities, and life vision or worldview. Ideal Mentor Scale adapted from Gail Rose, The University of Iowa, (1999) 16

17 S.M.A.R.T. Goals During the first mentor meeting, we recommend establishing 3-5 SMART goals for the mentor and mentee to accomplish together. Specific Exactly what is it you want to achieve in your professional or personal life? A good goal statement explains the what, why, who, where and when of a goal. If your goal statement is vague, you will find it hard to achieve because it will be difficult to define success. Use action verbs. Measurable You must be able to track progress and measure the result of your goal. A good goal statement answers the question, how much or how many. How will I know when I have achieved my goal? Agreed Your goal must be relevant and agreed by both of you. The means to achieve your goal must be within your control and influence, and the necessary resources must be accessible. Realistic Your goal should be stretching, but realistic and relevant to both of you. Your goals must be one that you are both willing and able to work towards. Outline a clear path to achieve your goals. Time-Bound Goals must have a deadline. A good goal statement will answer the question, when will I achieve my goal? Without time limits, it's easy to put goals off and leave them to die. As well as a deadline, it's a good idea to set some short-term milestones along the way to help you measure progress. 17

18 S.M.A.R.T. Goals Worksheet Use this handout to clarify 1-3 mentee goals and 1-2 mentor goals both short and long term, personal and professional. SPECIFIC, MEASURABLE, AGREED, REALISTIC, TIME-BOUND 1. Mentee Goal 2. Mentee Goal 3. Mentee Goal 4. Mentor Goal 5. Mentor Goal 18

19 Timeline Alumni Mentoring Program Timeline & Events Applications for the mentorship program are available at the beginning of the Fall semester and close mid-october. Submitted applications are then reviewed by staff and matched base on personal and professional commonalities. Depending on the numbers of application, a mentor might have more than one mentee. Once the matching process is complete in early-november, both mentors and mentees will receive notification s with the name and contact information of their assigned mentor/mentee(s) and some basic information on the next steps in the program. Below is an example of the Alumni Mentoring Program timeline for Fall /2018 Academic Year Timeline *Dates are subject to change* FALL 2017 August 28th Mentorship application available online for mentors and mentees October 16 th Application, Training, & Pre survey due Week of November 6 th Matching process completed Week of November 13th - Meet & Greet Event! Potential mentors and mentees will have the opportunity to meet each other and network. Depending on geographic location, events will be both on-ground and online. Week of November 27 th First contact made between mentormentee; mentorship scale completed (1 st check in) December check in required (2) SPRING 2018 January check in required (3) February check in required (4) March check in required (5) April check in required (6); End of Year Bash: Mentor Apreciation Day Hosted; Alumni mentoring program ended; SUMMER 2018 Internal assessment and evaluation Events The goal of the Alumni Mentoring Program is to connect and bring together current students and alumni for opportunities to network socially and professionally. Therefore, as part of the program, at least 2 in-person networking events will be organized to enhance the mentoring experience for both mentors and mentees. The first event, Meet & Greet, takes place early in the program to serve as an information session and a networking event. The second event, End of Year Bash: Mentor Appreciation Day, will be hosted towards the end of the program to commemorate the participation of our students and alumni. This event will also be utilized to collect feedback and written evaluations from the participants. Since TCSPP offers both on-ground and online programs, it is our goal to provide similar opportunities for students and mentors who may not be able to attend in-person events. Therefore, there will also be online networking events conducted through GoToMeeting to accommodate our online participants. 19

20 Below is the suggested event planning and implementation plan. These plans can and should be adapted to different on-ground locations as well as the online environment. Event 1: In-Person Meet & Greet Event - Pre networking/cocktail hour - Welcome mentors/mentees provide an overview of the mentoring program and expectations of participants; demonstrate program website and communication tools, if applicable. - Presentation/Workshop from a speaker (faculty, guest speaker, President) - Cocktails/dinner - If time permits, ask mentors and mentees to introduce themselves and provide brief personal/professional background information as appropriate - Assign a person to gather information/take photos of participants for program communication purposes. - After dinner event, allow mentors and mentees ample time to network with one another. Event 2: In-Person End of Year Bash: Mentor Appreciation Day - Welcome/cocktail hour - Welcome remarks and thank you from Alumni Relations Office - If time permits, ask mentors and mentees to share their mentorship experience - Dinner - Program Evaluations Completed - Closing remarks Event 3 Virtual Meet & Greet Event (Date and time will depend on where most participants are located) For those mentors and mentees who cannot attend in-person events, this event provides opportunity for them to meet and connect virtually. - Presentation on overview of the mentoring program and expectations of participants; demonstrate program website and communication tools, if applicable. - A replay of guest speaker presentation/workshop from the in-person event - Opportunity to meet and get to know each other - Q&A session Event 4 Virtual End of Year Bash: Mentor Appreciation Day (Date and time will depend on where most participants are located) - Welcome remarks and thank you from Alumni Relations Office - If time permits, ask mentors and mentees to share their mentorship experience - Program Evaluations Completed - Closing remarks 20

21 Alumni Mentoring Program Evaluation (Post Survey) We would like to have your opinion on the Alumni Mentoring Program, so that we may evaluate and strengthen our program for the future. Please complete the questions below and return the survey to Alumni Relations 1. Are you a mentor or mentee? Mentor Mentee 2. How did you hear about the Alumni Mentoring Program? Alumni Office (e.g. newsletter, staff, ) TCSPP faculty/staff Other student or alumni Other: 3. What type of guidance/assistance did you expect to occur during the duration of the Alumni Mentoring Program? Please check all that apply. Career Advising Résumé/CV Writing Job Shadowing Mock Interview Providing Employer Information Academic Advising Information concerning academic program Feedback regarding professors or courses Advice concerning academic performance Other: Personal Support Emotional support Advice concerning leadership activities Other: 4. The Program: How would you evaluate the program guidance and support? (Strongly agree = 5, Agree = 4, Neutral = 3, Disagree =2, Strong disagree = 1) The goals and objectives of the program were met Information about the program was helpful and clear I felt supported in the mentoring program The structure of the program made it easy to perform my role in this relationship 21

22 The program requirements were just right The time commitment for each interaction was just right The match between my mentoring partner and I worked I believe the program will benefit TCSPP The overall expected outcomes for the program were realistic Alumni Office was helpful when I needed assistance 5. The Relationship: How would you evaluate your mentoring relationship? (Strongly agree = 5, Agree = 4, Neutral = 3, Disagree =2, Strong disagree = 1) The match between my mentoring partner and I met my needs. We met regularly We came prepared to use the meeting time effectively I would have preferred to meet less often I would have preferred to meet more often We were confident about what to do when we started My mentor/mentee understood what I was saying I experienced learning and growth during the process We were open and honest with each other 22

23 We had meaningful conversations This relationship will continue beyond the formal process Mentor questions only My mentee shared concerns and asked good questions My mentee enlightened me Mentee questions only My mentor offered guidance and knowledge My mentor could be called a developer of people 6. Benefits and Learning: How would you evaluate your participation in the Alumni Mentoring Program? (Strongly agree = 5, Agree = 4, Neutral = 3, Disagree =2, Strong disagree = 1) As a result of this mentoring relationship, I have improved my skills, or even discovered new ones As a result of this mentoring relationship, I feel better about my career As a result of this mentoring relationship, I feel more concerned about my career As a result of this mentoring relationship, I feel more investment in the TCSPP community As a result of this mentoring relationship, I feel it was worth my time and effort 7. Additional Feedback 7.1) How would you rate the alumni mentoring program? Excellent Very good Good Poor How can we improve the Alumni Mentoring Program in the future? 23

24 .. Do you anticipate continuing to participate in this program? Yes No (If no, why not?... ) Thank you for completing this evaluation form. Your feedback on the program is very important to us. 24

25 Alumni Mentoring Program Focus Group Questions Please use the following open-ended questions and prompts as a framework to facilitate the focus group for the Alumni Mentoring Program. 1) What have you gained from this experience? 2) What did you like about your experience? 3) How beneficial was meeting with your mentor/mentee? Why? 4) What aspects of your interaction with your mentor/mentee did you like the most and what aspects did you like the least? 5) How did you feel about completing the S.M.A.R.T. goal setting activity? In what way did your personal values influence the development of your goal setting? 6) Describe how you have been able to follow through on some of the action steps you identified in the goalsetting activity. If you have not been able to follow through on some of your action steps, explain your perception of why. 7) Do you feel that your view of TCSPP administrators, faculty, and other students has changed as a result of your participation in the Alumni Mentoring Program? If yes, how? If no, why do you feel change didn t occur? 8) In what ways can this program be improved for future mentors/mentees participants? 25