los angeles, ca march 20, 2013. call-in number is (914) 339-0029 and access code is 262-931-641. ...

Retention Strategies “Lunch and Learn”

Los Angeles, CA March 20, 2013

Webinar Technical Details Call-in number is (914)

339-0029 and access code is 262-931-641.

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Presentation materials and audio will be posted at www.cacollegepathways.org

Peer MentoringA PERSPECTIVE FOR FOSTER YOUTH IN COLLEGE

Some Background.. 2005-2013-RCC served as

ILP provider for Riverside County

Fall 2010-RCC participated in CCP grant to increase support for foster youth in college

Fall 2011-Created and implemented peer mentor program

Program ran at two campuses in the district, RCC and MVC

Where to begin?

Identification of foster youth on campus

Communication and Outreach

Selection of mentors/mentees

Training the Mentors

Supervision and oversight of program

Identifying FY on Campus

4 most popular ways:

County-shared database (ETO)

Chafee Roster* Word of mouth

(students found us) Social Worker referral

*Chafee roster became go-to method (verified FY status by state)

Outreach

Phone, Email Social Media

Managed Facebook Group Page

Priority Registration Created contact and

verification process within the department (2012)

Verification

Developed process in which new students visited department to turn in FY verification (WOC letter) Received information on relevant campus

support programs Took new student survey to assess:

Secondary completion (HS Diploma, GED)

Housing/Stability

Employment status

HS Special Ed status (if any)

Selection

Mentors Hired 4 mentors through

Federal Work Study

Required to have successfully completed at least one RCC/MVC semester

Provided job descriptions and held interviews

Mentees Created cohort of 15 new FY

students

Gained participants through verification process

Provided email to those selected asking if they would like to be involved

Training the Mentors

Held two training sessions for newly hired mentors

Topics included: Role of the

mentor

Responsibilities

Boundary issues

Effective communication

[Sample Training Slide]Misconceptions vs. Reality

Misconception

Mentoring only happens one-to-one on a long-term basis

Only the person being mentored benefits from mentoring

By calling yourself a “Peer Mentor,” you become a mentor.

Reality

Effective mentoring can occur in a group setting or through a single encounter

By definition, both students learn from each other

Demonstrate respect, trustworthiness, and strong communication skills, especially listening skills

Adapted from: Peer Mentoring Resource Booklet, Glen Omatsu, CSUN

[Sample Training Slide]

A mentor is not . . .

A surrogate parent

A professional counselor or therapist

A social worker

A lending institution

A romantic partner

Adapted from: Peer Mentoring Resource Booklet, Glen Omatsu, CSUN

Pairing

Not always an intuitive process

Some trial and error involved

Attempted to match career interests and ed goals Ex. – a mentor and

mentee both interested in auto technology

“”

Treat school as if it were your job..

The role of the mentor is to help their mentee become a “professional” student…

…using these strategies

Help students complete matriculation

Assist students in accessing campus support services (EOPS, DSPS, Fin Aid, etc)

Empower effective time management skills Prioritize assignments

Create a weekly schedule

Help with organization (notebooks, calendars)

Supervision

RCC/MVC Staff) available to both mentors/mentees on an ongoing basis

Worked to troubleshoot problems/issues arising from developing relationships

Provided community resources if mentors/mentees were unaware of them

Lessons learned…

Mentoring project needs dedicated time and nurturing to become effective

Ideally, a shared experience that the cohort can go through together, such as a guidance class, could help build the feeling of community among the group

Participants have to buy in to the concept that mentoring can make a positive difference

One way this could happen would be for mentors and mentees to experience small victories along the way…

A few (maybe not so small) victories…

Robyn H. helped her mentee access tutoring through the math center when she was struggling with her algebra class. Robyn took the time to research the tutoring center hours/procedures and match her mentee with the best possible course of action

Ryan B. encouraged his mentee to stick with his auto tech program, by ensuring that hands on work would commence right after the intro class. He also helped to de-mystify the upcoming courses and give him an overview of upcoming training.

A few (maybe not so small) victories…

Keturah T. provided her mentee with information on a local transitional housing program that she herself participated in. Her mentee was facing homelessness at the time. Keturah provided her mentee with the application process, and gave him an inside view of the expectations of the program.

Peer mentors, Fall 2011

“”

The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor’s goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own historyPAULO FREIRE

GUARDIAN SCHOLARS: RETENTION STRATEGY: SUMMER INSTITUTE

ORANGE COAST COLLEGE

WHAT WE DO DAILY…

IN OUR GS OFFICE: Respond to calls Incentive Program GPA Tracker College Tours

WITH EOPS: Progress reports (in or out of EOPS) 2 appointments (in or out of EOPS)

INTERVENTIONS: Intervention meetings with Counselor Group meetings for EOPS re-entry

HOW WE CHEAT… Leverage other program resources

Transfer Center, Re-Entry, Counseling, Fin aid workshops, Student Success Center, Work study, ….

ACCESS! Connect with EOPS Build relationships, build resource page Give awards

“Friends of GS” Fundraise

SUMMER INSTITUTE

Began in 2011 Addresses basic math and English skills

such as… Fundamentals of algebra How to write an essay Basic concepts of grammar

Goal: Create a foundation for future learning

TARGET POPULATION

GS participants at risk of dropping out of school or struggling with academics

“In amongst the struggles of life, we can create some order.”

INSTITUTE STRUCTURE

2 weeks over summer Monday – Thursday from 9:00 – 12:00 Alternate between English and math on

consecutive days

Hour 1 – Academic instructionHour 2 – Art projectHour 3 – Group discussion

LOGISTICS

Instruction provided by tutors from student success center

Costs Tutors provided $100 stipend per person Lunch provided daily

LEARNING STRATEGIES

Focus on simplifying basic concepts Learning contextualized Alternative approaches to learning that

embrace different learning styles (e.g. tactile, kinetic learners)

Open, non-threatening environment

LEARNING STRATEGIES (CONT.)

Large group and small group learning Focus on creating connections Strategies for translating techniques

learned into the classroom Use of metaphor to convey basic

concepts

ART PROJECT

Invoke passion, creativity and inspiration

Group project lasting full 2 weeks

Promote community building and connection

Summer Institute 2011 life tree project

GROUP DISCUSSIONS

Begin with theme Time management Financial aid Study habits

Time to reflect on material learned Contextualize learning within their own lives Discussions on how to fit educational goals

into one’s life Connections to other resources (e.g. tutors,

mentors, etc.)

KEY ELEMENT RECAP

Connection! Community! Contextualiz

e! Keep ‘em

coming back!

Summer Institute 2012 mural project

debbie@johnburtonfoundation.org

devon@johnburtonfoundation.org

www.cacollegepathways.org

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