CI-267 Structure and Effectiveness - Peer Mentoring in the Aspiring Eagles Academy

Aspiring Eagles Academy AEA ž The Aspiring Eagles Academy AEA is an academically based enhancement program designed to promote the success of underprepared students who have been ad

Peer Mentoring in the Aspiring Eagles Academy

North Carolina Central University

ž   Dr Debra Saunders-White, Chancellor

ž   Founded: 1909

ž   Population: 8,155

ž   Ranked among the top Liberal Arts HBCUs

ž   First UNC System campus to require community

service for graduation

Aspiring Eagles Academy (AEA)

ž   The Aspiring Eagles Academy (AEA) is an

academically based enhancement program

designed to promote the success of

underprepared students who have been

admitted to NCCU

Purpose

ž   Strengthen students’ persistence

ž   Prepare students to think critically

ž   Prepare students to solve problems

ž   Prepare students to communicate effectively

ž   Prepare students to navigate the network and climate of NCCU

ž   Student / Parental Commitment

ž   Authorization to Release Student Information

ž   Notification of Acceptance

Program Design

ž   Mandatory & Structured Study Hall

ž   Supplemental Instruction / Tutoring

ž   Nightly Meeting w/ Peer Mentor

ž   Weekly Engagement Sessions

Mentoring Literature

ž   In social science literature, there are over 50 different definitions of mentoring:

—   A valuable strategy that is used to provide

students with the emotional and instrumental

support needed to achieve a goal (Crisp and

Cruz 2009)

—   A time-proven strategy that can help young

people of all circumstances achieve their

potential (National Mentoring Partnership 2005)

Common Characteristics of Mentoring

¢   A learning partnership between a more experienced

and less experienced individual (Garvey and Alred

2007)

¢   A relationship that becomes more impactful over

time (Grossman and Rhodes 2002)

ž   A process involving emotional (friendship,

acceptance, support) and instrumental (information,

coaching, advocacy, sponsorship) functions (Jacobi

1991; Kram 1985)

Benefits of A Strong Mentoring Program

ž   Focus on developing the knowledge, competencies, and confidence needed to successfully undertake…

responsibilitie (Catalano, Hawkins, Berglund, Pollard,

and Arthur 2002)

ž   Help students cope with challenges such as absentee

parents, an unstable home situation, or lack of familiarity with the world outside their immediate community

Benefits of A Strong Mentoring Program continued…

ž   Involve the provision of career, social, and emotional support in

a safe setting for self-exploration that results in positive

academic and personal outcomes for students (Johnson 2006)

ž   School-based mentoring increases grade promotion and

decreases unexcused absences, tardiness, and bullying or

fighting in school, while community-based mentoring improves

relationships with parents and decreases skipping school

(Rhodes, Grossman, and Resch, 2000; Thompson and

Kelly-Vance, 2001)

ž   Mentors provide students with important information about

college preparatory courses, financial aid and the college

admissions process (Gandara and Mejorado 2005;

Stanton-Salazar, 2001)

AEA Peer Mentors

Benefits of AEA Peer Mentoring Program

ž   Formal Process by which first-year students are paired with third-year, fourth-year, and graduate students

ž   Faster adaption to University life and experiences

ž   Reduced likelihood of frustration and failure

ž   Increased exposure to ideas and connections

ž   Lasting relationships

Peer Mentor Minimum Qualifications

ž   Minimum 2.75 cumulative grade point average

ž   Rising junior, senior, or graduate student of North Carolina Central University

ž   In good standing with the University

ž   Involved in the University and Community at large

ž   Exhibit exceptional interpersonal skills

AEA Peer Mentor Selection Process

ž   Marketing materials are distributed to the campus

through social media, University Announcements,

and Career Services

ž   Prospective mentors then complete and return the

AEA Peer Mentor Application packet that outlines the details of the program, roles, responsibilities, and

expectation of the ideal mentor

ž   Application includes an unofficial transcript, resume, background check, and two letters of

recommendation (Academic & Community)

Selection Process Continued …

successfully completed the application will then

be contacted for a panel interview conducted by professional AEA Staff

qualifications most closely matches our

requirements and the needs of the students

AEA Peer Mentor Training Process

AEA Program Director work collaboratively to develop training for AEA Peer Mentors

sessions Topics Include:

—   Leading the Way

AEA Peer Mentor Educational Programs

Challenges Associated with

AEA Peer Mentoring

ž   Overcommitted Students

ž   Maturity of Mentors

ž   Staffing of Male Mentors

Quantitative Outcomes

RETENTION RATE

AEA RETENTION RATE

AEA FIRST YEAR AVG CUM GPA

AEA CURRENT AVG CUM GPA

Qualitative Outcomes

Peer Mentors encourage students to become more involved in On-Campus University Life With the guidance of Peer

Mentors, students of the Aspiring Eagles Academy have

gained leadership positions on campus that include, but are not limited to:

—   Student Government Association President

Implications for Institutional Improvements

ž   Implementation of the University Supplemental

Instruction Program

ž   Reduction in the number of Developmental Courses

ž   Model for NCAA Grant secured for $700,000 over 3 years

ž   Model for approved MAR Pilot

AEA Peer Mentoring

for the Aspiring Eagles

Academy at NCCU, I had the

opportunity to assist

incoming freshmen students

to establish appropriate goals

and objectives necessary to

be successful in their

collegiate career The

program helped me to

improve my leadership skills

and to develop lifelong

relationships with both the

mentees and the professional

staff.”

—   Alice Genna

Presenters

Dr David Hood

Associate Dean, University College

North Carolina Central University

References

ž   Catalano, R.F., Hawkins, J.D., Berglund, L.M., Pollard, J.A and Arthur, M.W 2002 “Prevention Science

and Positive Youth Development: Competitive or Cooperative Frameworks?” Journal of Adolescent Health, 31, 230–239

ž   Crisp, G and Cruz, I 2009 “Mentoring College Students: A Critical Review of the Literature between 1990

and 2007.” Research in Higher Education, 50: 525–545

ž   Community College Survey of Student Engagement 2009 Making Connections: Student Engagement 2009

Findings Austin, TX: Center for Community College Student Engagement

ž   Freedman, M 1993 The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Volunteerism

San Francisco, CA: Jossey-Bass

ž   Garvey, B and Alred, G 2003 “An Introduction to the Symposium on Mentoring: Issues and Prospects.”

British Journal of Guidance and Counseling, 31, 1–9

ž   Grossman, J.B and Rhodes, J.E 2002 “The Test of Time: Predictors and Effects of Duration in Youth

Mentoring.” American Journal of Community Psychology, 30, 199–219

ž   Gandara, P and Mejorado, M 2005 “Putting Your Money Where Your Mouth Is: Mentoring as a Strategy

to Increase Access to Higher Education.” In W.G Tierney, Z.B Corwin, and J.ED Colyar (Eds.) Preparing for College: Nine Elements of Effective Outreach, pp 89–110 Albany, NY: SUNY Press

ž   Jacobi, M 1991 “Mentoring and Undergraduate Academic Success A Literature Review.” Review of

Educational Research, 61, 505–532

References

ž   Johnson, W.B 2006 On Being a Mentor: A Guide for Higher Education Faculty Mahwah,

NJ: Lawrence Erlbaum

ž   Kram, K.E 1985 Mentoring at Work: Developmental Relationships in Organizational Life

Glenville, IL: Scott, Foresman and Company

ž   Pascarella, E.T 1980 “Student-Faculty Informal Contact and College Outcomes.” Review of

Educational Research, 50, 545–595

ž   Rauner, D.M 2000 “They Still Pick Me Up When I Fall.” The Role of Caring in Youth

Development and Community Life New York, NY: Columbia University Press

ž   Rhodes, J.E., Grossman, J.B and Resch, N.L 2000 “Agents of Change: Pathways Through

Which Mentoring Relationships Influence Adolescents’ Academic Adjustment.”

Child Development, 71, 1662–1671

ž   Stanton-Salazar, R 2001 Manufacturing Hope and Despair: The School and Kin Support

Networks of U.S.-Mexican Youth New York, NY: Teachers College Press

ž   Thompson, L.A and Kelly-Vance, L 2001 “The Impact of Mentoring on Academic

Achievement of At-Risk Youth.” Children and Youth Services Review, 23(3), pp

227–232