Transcript Mentoring Paper Presentation UNM 2008

The Family of Mentoring Activities at the
University of Minnesota:
Co-Curricular and Career Based Programs
in the Support of Developmental
Outcomes
2008 Mentoring Conference
University of New Mexico
Laurie Blank, Student Coordinator, First Year Leadership
Institute
Ronald Frazzini, Ph.D., Researcher and Mentor Coordinator
Mallory Marshall, Student Coordinator, LeaderQuest Program
University of Minnesota
Student Engagement and Leadership
Office for Student Affairs
128 Pleasant Street S.E.
Minneapolis, MN 55455
Question
Does mentoring support student engagement
and emphasize University Development
Outcomes?
–Sample of Career Based Programs
–Some Details of the Co-Curricular Programs
–Research Pertaining to Mentoring
–Training
–Conclusions
Summary
–Sample of Career Based Programs
–Some Details of the Co-Curricular Programs
–Research Pertaining to Mentoring
–Training
–Conclusions
The College Career Programs
College of Food, Agricultural and Natural Resource Sciences
Biological Sciences
Journalism and Mass Communication
College of Design
Veterinary medicine
College of Education and Human Development
Medical School
College of Liberal Arts
Hubert H. Humphrey Institute of Public Affairs
Pharmacy
Public Health
Carlson School of Management
Institute of Technology
Industrial Relations Center - Carlson School of Management
40,572 undergraduate students - About 1195 Students participated last year
College Program Goals
Some Snapshots
• Students have the opportunity to develop a relationship with an
alumnus to get career information, professional contacts, and share real
world experiences.
• Students get to learn from the professional experiences of their
mentors. Mentors get to play a role in training future public health
leaders.
• Volunteer professionals in technical fields help students prepare for the
transition from the academic environment to the professional world.
• Opportunities to develop professional skills outside the classroom
through the guidance of professionals in the community.
Alumni Association
“Mentor Connection”
• Composed of mentor coordinators from
each of the colleges
• Once-a-month sharing of experiences.
• Resource for hosting workshops, social
events and mentor /student recognition
• “Best Practices”� and training workshops
• Recruitment
• Mentor guidebook
Summary
–Sample of Career Based Programs
–Some Details of the Co-Curricular Programs
–Research Pertaining to Mentoring
–Training
–Conclusions
Some Co-Curricular Programs
• Programs Centered About Cultural and Youth Based
Organizations
– GLBTA Mentoring Programs
– Multicultural Family Literacy Program
– Midwest Campus Compact Citizen-Scholar Fellows Program
• Faculty to Student Mentoring
– McNair Scholars
• President’s Emerging Leaders
• Leadership Programs
– First Year Leadership Institute, Tom Burnett Leadership Program
– LeaderQuest
• Faculty to Faculty
• Veteran’s Transition Group
LeaderQuest Program
Development
• Developed and Facilitated by Student Coordinator
• Program Goals
– Self-awareness and Critical Thinking
– Consider personal values, purpose, morals and ethics, networking,
understanding others, and unraveling complicated social problems
• Mentoring as a Program Element
– ‘Triad’ and ‘Dyad’ relationships
• 2004 - 5% Considered this useful
• 2007 - Grown to 74%
– Group Mentoring
– Accountability Partnership
– Mentor from the Community
Summary
–Sample of Career Based Programs
–Some Details of the Co-Curricular Programs
–Research Pertaining to Mentoring
–Training
–Conclusions
Research Relating to Mentoring
Engagement with the University
– Vincent Tinto, Douglas Guiffrida
• Academic and social integration enhances commitment
• Motivation of family and friendships
– Dixon Rayle and Chung
• “Mattering” decreases feelings of marginality
– Kram, and Girves et al.
• Psychosocial and vocational categories of mentoring
• Per surveys, psychosocial functions are most important
It is proposed that mentoring provides
another mechanism for “mattering,”
engagement and emphasis of
Developmental Outcomes
Developmental Outcomes
• University of Minnesota
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Self Awareness
Responsibility and Accountability
Goal Orientation
Independence and Interdependence
Resilience
Appreciation and Differences
Tolerance of Ambiguity
University of Minnesota
Activity Studies
Student Activity
Percent with 20 or More Work Hours
Percent with No Work Hours
Hours Studying per Week
Percent with No Extracurricular Activity
Organized Extracurricular Hours
Hours Attending Class
0
10
20
30
40
Percent or M ean as Noted
Ronald L. Huesman, Jr., Office of Institutional Research and Reporting,
University of Minnesota January, 2004
The 2003 Student Experiences Survey Report
50
60
University of Minnesota
Impact of Mentoring
• MSL study surveyed leadership qualities
• Based on the Social Change Model
University Of Maryland (2006), Multi-Institutional Study Of Leadership: University Of Minnesota Final Report.
The National Clearinghouse For Leadership Programs, ACPA Educational Leadership Foundation, & NASPA
Foundation, MSL/ NCLP.
Social
Change
Model
Astin, Helen, “Leadership for Social
Change,” About Campus, July-August
1996.
MSL Study
• Part of the MSL study environment was
mentoring by:
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Student
Community Member
Employer
Faculty
Student Affairs
None
Two of the Questions
• In an average academic term, do you engage in any community
service?
• Looking back to before you started college, please indicate your
agreement with the following items. (Using the 1-5 Likert scale)
•
•
•
•
•
•
•
•
Hearing differences in opinions enriched my thinking.
I had low self esteem.
I worked well in changing environments.
I enjoyed working with others toward common goals.
I held myself accountable for responsibilities I agreed to.
I worked well when I knew the collective values of a group.
My behaviors reflected my beliefs.
I valued the opportunities that allowed me to contribute to my
community.
• I thought of myself as a leader ONLY if I was the head of a group.
University of Minnesota
Impact of Mentoring
Social Change Model
–Consciousness of Self
–Congruence
–Commitment
–Collaboration
–Common Purpose
–Controversy with Civility
–Citizenship
–Change
University Development Outcomes
–Self Awareness
–Responsibility and Accountability
–Goal Orientation
–Independence and Interdependence
–Resilience
–Appreciation and Differences
–Tolerance of Ambiguity
Three Important Elements of
the Model
Social Change Model
• Consciousness of self Awareness of the beliefs, values,
attitudes, and emotions.
• Collaboration - To work with
others in a common effort.
• Change - The ability to adapt to
evolving environments and situations.
University Development
Outcomes
• Self Awareness – Knowing
personal strengths and talents.
• Independence and
Interdependence – Knowing
when to collaborate or act on their
own.
• Tolerance of Ambiguity –
Demonstrating the ability to perform
in complicated environments.
Results - Consciousness of
Self
Impact
5=Most Satisfied
Effect of the Mentor Relationship in Developing
Consciousness of Self
4.4
4.3
4.2
4.1
4
3.9
3.8
3.7
3.6
3.5
Never Met
Once
Several
Many
Frequency of Meetings with Mentor
Student Affairs
Faculty
Employer
Community
Other Student
Results - Collaboration
Ef fects of Mentor Relationship in D eveloping a Collaboration
Skill
Impact - 5=Most Satisfied
4.4
4.3
4.2
4.1
4
3.9
3.8
3.7
3.6
3.5
Never Met
Once
Several
Many
Frequentcy of Meeting with Mentor
Student Affairs
Faculty
Employer
Community
Other Student
Results - Adapting to Change
Ef f ect of t he Ment or Relat ionship in Developing
A dapt ibilit y t o Change
Impact
5=Most Satisfied
4.05
4
3.95
3.9
3.85
3.8
3.75
3.7
3.65
3.6
3.55
3.5
Never Met
Once
Several
Many
Frequency of Meeting with Mentor
Student Affairs
Faculty
Employer
Community
Other Student
Summary
–Sample of Career Based Programs
–Some Details of the Co-Curricular Programs
–Research Pertaining to Mentoring
–Training
–Conclusions
Mentor Connection Surveys
• How do you feel your experience with the
mentor program will assist you in reaching
your career and professional goals?
– My mentor was too busy to meet with me even
once. I would say it will not assist me in any
way
– My mentor helped solidify my reasons for
wanting to be an engineer by showing me many
different projects that he worked on.
Mentor Connection Surveys
• Do you have any suggestions for improving
the program for next year?
– Match up majors better. Sales and Marketing
are two different fields
– More sponsored events at different times. We
tried to make a few, but his schedule never
allowed it
– Nothing much because the program is already
very good
Training
• Emphasizes the importance of generalized skills that
are a requisite for any profession.
• Training both mentor and student to:
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Set initial goals
Establish communication between themselves
Have diligence in setting up and adhering to meetings
Establish a level of trust
• Emphasis on:
– Critical thinking
– Sensitivity for community
– Self-analysis and reflection
• And...maybe more informal social events for
unstructured conversation and networking
Conclusions
• Research shows engagement and “mattering”
contribute to improved grades and retention.
• Mentoring is a positive element in achieving
Social Change leadership skills.
• Mentoring helps achieve University
Developmental Outcomes.
• Mentoring can be broad based using peer,
community, faculty and student affairs people.
• Training is a prerequisite.
Question
Does mentoring support student
engagement and emphasize University
Development Outcomes?
Research and experience say yes