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

Peer Mentoring in the Aspiring Eagles Academy
North Carolina Central University
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Dr. Debra Saunders-White, Chancellor
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Founded: 1909
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Population: 8,155
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Ranked among the top Liberal Arts HBCUs
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First UNC System campus to require community
service for graduation
Aspiring Eagles Academy (AEA)
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Eagles Academy (AEA) is an
academically based enhancement program
designed to promote the success of
underprepared students who have been
admitted to NCCU.
Purpose
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Strengthen students’ persistence
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Prepare students to think critically
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Prepare students to solve problems
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Prepare students to communicate effectively
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Prepare students to navigate the network and
climate of NCCU
Selection Process
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Undergraduate Admissions
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Letter Mailed to students who meet the criteria
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Application
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Personal Interview
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Student / Parental Commitment
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Authorization to Release Student Information
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Notification of Acceptance
Program Design
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Mandatory & Structured Study Hall
Supplemental Instruction / Tutoring
Nightly Meeting w/ Peer Mentor
Weekly Engagement Sessions
Reading Enrichment
On-Campus and Off-Campus Cultural Enrichment
Experiences
Academic Community Service Learning Project
Mandatory Curfew
Collaborations and Partnerships w/ other Campus
programs and offices
Mentoring Literature
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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)
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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)
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A process involving emotional (friendship,
acceptance, support) and instrumental (information,
coaching, advocacy, sponsorship) functions (Jacobi
1991; Kram 1985)
Benefits of A
Strong Mentoring Program
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Focus on developing the knowledge, competencies, and
confidence needed to successfully undertake…
responsibilitie. (Catalano, Hawkins, Berglund, Pollard,
and Arthur 2002)
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Help students cope with challenges such as absentee
parents, an unstable home situation, or lack of familiarity
with the world outside their immediate community.
(Rauner 2000; Freedman 1993)
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Helps students feel connected to the campus community
for improved student outcomes. (Pascarella 1980;
Community College Survey of Student Engagement 2009)
Benefits of A
Strong Mentoring Program continued…
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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)
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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 KellyVance, 2001)
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Mentors provide students with important information about
college preparatory courses, financial aid and the college
admissions process..(Gandara and Mejorado 2005; StantonSalazar, 2001)
AEA Peer Mentors
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Peer Mentors are
diverse, wellrounded junior,
senior, and graduate
students enrolled at
NCCU
Benefits of
AEA Peer Mentoring Program
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Formal Process by which first-year students are paired
with third-year, fourth-year, and graduate students
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Faster adaption to University life and experiences
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Reduced likelihood of frustration and failure
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Increased exposure to ideas and connections
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Lasting relationships
Peer Mentor
Minimum Qualifications
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Minimum 2.75 cumulative grade point average
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Rising junior, senior, or graduate student of North
Carolina Central University
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In good standing with the University
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Involved in the University and Community at large
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Exhibit exceptional interpersonal skills
AEA Peer Mentor
Selection Process
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Marketing materials are distributed to the campus
through social media, University Announcements,
and Career Services
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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
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Application includes an unofficial transcript, resume,
background check, and two letters of
recommendation (Academic & Community)
Selection Process Continued…
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Mentors who meet the criteria and have
successfully completed the application will then
be contacted for a panel interview conducted by
professional AEA Staff
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Panelist will then decide which applicant’s
qualifications most closely matches our
requirements and the needs of the students
AEA Peer Mentor
Training Process
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The University College Training Specialist and
AEA Program Director work collaboratively to
develop training for AEA Peer Mentors
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Mentors are required to complete 10 training
sessions. Topics Include:
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Leading the Way
Getting Started
Being an Effective Role Model
Leadership
Spotting Trouble and Solving Problems
AEA Peer Mentor
Educational Programs
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“Is Your Crown Visible?”
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“Who is Sleeping in My Bed?”
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“Study Cypher”
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“Face Off: What’s Your Learning Style?”
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“College 101: Class Is Now In Session”
Challenges Associated with
AEA Peer Mentoring
ž  Overcommitted
ž  Maturity
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Students
of Mentors
of Male Mentors
Quantitative Outcomes
YEAR UNIVERSITY
RETENTION
RATE AEA
RETENTION
RATE AEA FIRST
YEAR AVG
CUM GPA AEA CURRENT
AVG CUM GPA 2011 71.5% 78.3% 2.462 2.547 2012 73.2% 90% 2.553 2.412 2013 76.6% 82% 2.893 2.831 2014 97.5%
(Projected) 2.914 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:
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Student Government Association President
Senate Members
Student Activities Board Vice-President
Athletics
Greek Letter Organizations
Honor Societies
Dance / Modeling Troops
LGBT Center
Implications for
Institutional Improvements
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Implementation of the University Supplemental
Instruction Program
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Reduction in the number of Developmental Courses
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Model for NCAA Grant secured for $700,000 over 3
years
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Model for approved MAR Pilot
AEA Peer Mentoring
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“Working as a peer mentor
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
[email protected]
William Moultrie
Director, Aspiring Eagles Academy Program
North Carolina Central University
[email protected]
Derrick Hicks
President, Student Government Association
North Carolina Central University
[email protected]
References
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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.
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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.
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Community College Survey of Student Engagement. 2009. Making Connections: Student Engagement. 2009
Findings. Austin, TX: Center for Community College Student Engagement.
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Freedman, M. 1993. The Kindness of Strangers: Adult Mentors, Urban Youth, and the New Volunteerism.
San Francisco, CA: Jossey-Bass.
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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
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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.
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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.
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Jacobi, M. 1991. “Mentoring and Undergraduate Academic Success. A Literature Review.” Review of
Educational Research, 61, 505–532.
References
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Johnson, W.B. 2006. On Being a Mentor: A Guide for Higher Education Faculty. Mahwah,
NJ: Lawrence Erlbaum.
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Kram, K.E. 1985. Mentoring at Work: Developmental Relationships in Organizational Life.
Glenville, IL: Scott, Foresman and Company.
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Pascarella, E.T. 1980. “Student-Faculty Informal Contact and College Outcomes.” Review of
Educational Research, 50, 545–595.
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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.
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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.
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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.
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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.