Developing a mentoring program
Our school is looking to put together a mentoring program for our students. We have been surveying the student body to see who would be choice candidates for this. Does any one have any reccomendations for ensuring a sound mentoring program?
I like this idea. I think all school could benefit from having this program implemented.
Our school has a formal mentor program. this is presented with in the first week of school to the students. they are assigned a mentor or advisor. The advisor also can take on other students that may have created a informal mentoring relationship. finally we have a student success coordinatior who is skilled at listening to the students needs and candidly recommending possible succesful outcomes..
we considered having our new students pair with students that are in "upper" level course for tutoring and mentoring.
I suggest that students are interested in being successful and that a relationship with faculty will make a huge difference in retention. Especially if you mentor and advise on career themes.
Dr. B
I believe every Mentoring program will have its challenges. Most students are not interested in an additional interaction with a teacher/rep but its good to offer the service so that they know there is go-to person.
Our school has hired what they call (student sucsess mentors). These are people who are students go to with any problems they are having,housing,transportation,money,family,grades,personal,ect...There are other people who handle these problem areas but this gives the student a single go to person to get results.This has helped greatly with retention and lets the students know that we care about there sucsess.
I like the sound of your program. I read it to be very flexible and easy to keep the student in their comfort zone while providing them someone to help them through challenges. Part of being an instuctor is mentoring, so I imagine you do have good participation.
I have a variety of student levels in my class. Some brand new, some ready to graduate. I have started what the students are calling a "Student compass" program. I assign a volunteer established student to each new student for a two week period. They help with homework, where the bathroom is and what is good to eat on the lunch truck, anything the new student needs. In return the mentor gets a compass carribeaner to carry, a helping hands pin for their badge and a certificate of appreciation to place in their portfolio. It counts towards their leadership and participation grade. It really has made a huge difference. No more "Deer int he headlights" look on the first test day. Retention has gone up to 98%. We still do lose a few but not nearly as many. Often, the students assigned together become very good friends which also helps!
Agreed. Try to find people who are wired to be social with people service skills. There are tests that can help you to identify these natural traits.
Dr. B
Whoever it is, whether faculty or students, these people must be interested in helping others. If it becomes a job or a bore to the mentor, it will become the same for the student needing mentoring.
Instructors are key to the mentoring process. Teachers must be dedicated however, not everyone is a mentor. Mentoring takes time, patience and passion. Instructor schedules these days are quite extensive. Perhaps professional growth opportunities could be used as a way to encourage instructors to assume this added responsibility.
Successful, happy students could be one tool that could be used. Students during orientation/NSO could give testimonials about the school, encourage students to join school clubs and give general information about their experiences. New students want to see others who are doing what they want to do. We all have social needs (3rd level of hierachy pyramid).
Our college has made strong efforts to develop a mentoring/advising program. We all have 20 -25 students that we MUST see/email/make contact once a term (every 6 weeks). When we lose students to externship and graduation, we have another several who are just arriving. We send out email blasts I have attempted having a "tea." We have a substantial club program in which students are encouraged to get involved with and we have a ongoing series of Master Workshops put on by faculty usually consisting of strong expertise and interest in a sub set of study. All of these ideas and more require substantial time and energy but they do seem to work.
Yes, you bring up a good point. This is why several relationships help students to stay. It is important to maintain the relationship by not allowing just one person to know and engage with the student.
Dr. B
Another problem is when a student forms a bond with a mentor and the mentor leaves. It is important to have a clear reassignment program in place so students don't feel they are being passed around.
Good idea. Guided by the faculty is also great. So, how will you handle issues that need to go beyond students? Or, do you have a formal advising model in place, too?
Dr. B
We have just started a student mentoring program run by students, guided by faculty. The whole thing is really quite simple to organize and run. The premice of having students tutor students is nothing new or dramatic. People of a close age group usually work together better.
In my class I try to pick the stronger student not always the oldest. Put the student in groups of 5 to 6, letting the stronger help with mentoring the weaker ones. It seems to work well.
Tutoring and team work will reinforce a belief that the student can "do it." So, consider how you might reinforce the "I can do this" frame of mind.
Dr. B
