yari m. marrero, mhs ucc-peer mentoring program coordinator
TRANSCRIPT
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Yari M. Marrero, MHSUCC-Peer Mentoring Program Coordinator
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Presentation Objectives:
• Share an overview of the UCC Peer Mentoring Program (UCC-PMP).– Objectives– Conceptual Framework– Selection Criteria– Program Evaluation
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UCC-PMP Purpose• Enhance student success and
retention through academic and non-academic support in adapting to the academic environment and meeting the challenges of a demanding program of studies.
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UCC-PMP Objectives:
– Improved student academic self-efficacy and effective learning practices:• to develop and enhance a sense of student
academic self-efficacy through the mentoring relationship,• to become effectively integrated into UCC,
through academic and non-academic support to the faculty and campus as a whole, • to acquire the necessary skills to become
independent and life-long learners.
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UCC-PMP Framework: SELF-EFFICACY
• Based in the Social Learning Theory approach and cognitive behavioral learning models.
• According to Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (1995, p. 2).
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• For example, self-efficacy mediates the effect of social support on physical symptoms after surgery in 193 cardiac patients, (2007) R. Schwarzer et al.
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• Self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. Bandura (1994) described these beliefs as determinants of how people think, behave, and feel.
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Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.
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People with a strong sense of self-efficacy:
• View challenging problems as tasks to be mastered.
• Develop deeper interest in the activities in which they participate.
• Form a stronger sense of commitment to their interests and activities.
• Recover quickly from setbacks and disappointments.
People with a weak sense of self-efficacy:
• Avoid challenging tasks.• Believe that difficult tasks
and situations are beyond their capabilities.
• Focus on personal failings and negative outcomes.
• Quickly loose confidence in personal abilities (Bandura, 1994).
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• These beliefs begin to form in early childhood as the children deal with a wide variety of experiences, tasks, and situations.
• However, the growth of self-efficacy does not ends during youth, but continues to evolve throughout life as people acquire new skills, experiences, and understanding (Bandura, 1992).
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Course Selection
• An analysis of academic performance by Dr. Omar Pérez, detailed difficulties resulting in failing or barely passing courses, often in basic courses like:– human anatomy, – physiology,– radiographic physics, – basic principles of radiographic exposure
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