los angeles, ca march 20, 2013. call-in number is (914) 339-0029 and access code is 262-931-641. ...
TRANSCRIPT
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.
To submit live questions, click on the “Questions” panel, type your question, and click “Send”
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
