INDEX TO PROGRAM EXAMPLES
- The GEAR UP University / School Partnerships
- Clemson University – Mentoring Children of Incarcerated parents
- The University of Wisconsin – Milwaukee Comprehensive Staff Mentoring Programs
- University of Florida – CAMP Gator
- The CAMP Program – The Research Basis for the CAMP Mentoring Program
- The College Bound and the College Support Mentoring Programs
- The University of Southern California I AM Mentoring Program
Click here to see all the UWM student and community mentoring PLUS staff mentoring as a whole, in a diagram that illustrates the “Mentoring Culture” they have created.
The Center for Volunteerism and Student Leadership facilitates UWM students’ work within local community Big Brothers Big Sisters Programs. Activities are structure each day of the week for students interested in mentoring. The mission of Big Brothers Big Sisters is to put hope in a child’s future by putting a friend in a child’s life. The site-based mentoring program is an opportunity for volunteers to be matched with a child at a local elementary school. Activities are defined by the child and the site coordinator, and might include tutoring and social/recreational activities.
The University of Florida has developed a public schools-university service leadership partnership that introduces the field of education and educational leadership to groups of college students who are often underrepresented in the field of educational administration.
The Collegiate Achievement Mentoring Program (CAMP Gator) selects collegiate student-leaders from a variety of academic majors and gives them the opportunity to be in in educational leadership training while serving as a mentor to an at-risk middle school student.
The CAMP Gator Program targets improved school attendance, grade point averages, and decreases in disciplinary referrals and suspensions. (See Research in Higher Education Student Mentoring for their results report.)
The College Assistance Migrant Program (CAMP) is designed specifically for students of seasonal farmworker background and is funded to assist these students during their freshman year at universities. The program was designed from the beginning by basing it on key features of effective student development programs proven in research to have the greatest impact. What follows is that research basis for the CAMP Program design.
The National Survey of Student Engagement (NSSE) and the American Association for Higher Education (AAHE) collaborated on a research initiative to identify and describe the policies, practices, and cultures of colleges and universities that are unusually effective in promoting student success. With support from Lumina Foundation for Education and the Wabash College Center of Inquiry in the Liberal Arts, the Documenting Effective Educational Practice project (DEEP) featured case studies of about twenty colleges and universities that have higher-than-predicted scores on five clusters or “benchmarks” of
effective educational practice and higher-than-expected graduation rates.
The benchmarks were:
- academic challenge
- active and collaborative learning
- student-faculty interaction
- enriching educational experiences
- supportive campus environment.
One of the findings of the study was that students who met faculty outside of class enjoyed increased success and overall satisfaction with their college experience. One female student who was interviewed during the study said, “The one thing that really helped me to get through college was the faculty.” Threaded throughout students’ stories about faculty accessibility was the theme of mentoring.
Mentors have been defined as persons who are willing and capable of enhancing student experience at the university. Professors most assuredly act as mentors daily, most often on an informal basis. Several institutions (Dawson University, San Diego State University, University of British Columbia) have implemented formal mentoring programs and have found that their students have benefited in several ways. One of the most common benefits was a rise in the persistence rates of the students involved in mentoring programs. Another benefit was the overall feeling of belonging that many students get from this relationship.
For Two EXAMPLES of CAMP Mentoring Programs, see:items just below here
The University of Washington’s Office of Minority Affairs and Diversity manages the university’s CAMP program. A unique aspect of the UWash CAMP Program is that it uses a full time salaried “mentor – advisor” who plays the major role in the work with CAMP students.
Advisor. Responsibilities -The CAMP Advisor:
- advises first-year CAMP students
- monitors their academic performance
- informs the Project Director of student concerns
- recommends strategies for student improvement after the first year of college
- assists students
- in career assessment
- in developing Individualized Career Plans
- with appropriate academic placement
- in planning their selection of courses
- in accessing financial aid information
- by arranging tutoring and supplemental instruction as needed
- assists students with their special needs
- assists faculty, administrators, staff and parents in recognizing these needs
- maintains student data and records
- produces reports on the academic progress of students.
- refers students who require more specialized counseling to appropriate departments on campus or agencies in the community
- gathers and disseminates information on student resources available at institution, local and national level
- encourages students to use these resources
- oversees the CAMP Peer Mentoring Program (which involves upper-class volunteers)
- develops and delivers programs and services intended to retain students.
Be sure to read the next item about this same basic program and how differently it is done at University of Texas – El Paso.
The program actively recruits students of seasonal farm worker background and is funded to assist these students during their freshman year at UTEP. The CAMP Mentor Program is funded by both UTEP (75%) and CAMP (25%). It has been developed to provide support for CAMP students following their freshman year.
The UTEP CAMP program uses a peer mentoring approach, using upper-class student
volunteers as mentors of the freshman and sophomore CAMP Program students. These
mentors can truly say, “Been there, done that.” and serve as credible role models to build CAMP students’ self confidence, skills as university students, belief in their own capacity to succeed at UTEP, and to persist until they accomplish their goal of becoming a college graduate.
College Bound was founded in 1991, on the premise of pairing students with adult volunteers to work toward academic goals that will foster meaningful and effective mentoring relationships. Through a combination of mentoring, tutoring, and scholarship opportunities, College Bound provides underserved 8-12th grade DC public school students with access to one of life’s greatest gifts – the opportunity to obtain a college education. College Bound seeks to improve the quality of life for our students by securing their access to higher education.
The mission of College Bound is to prepare public school students in the metropolitan D.C. area to enter college, earn a degree, and achieve their personal and professional goals.
College Bound’s purpose is to help students gain self-sufficiency through higher education. Through our programs, we assist youth to first graduate from high school, increase their SAT and/or ACT scores and gain admission to the college or university of their choice. College Bound also awards scholarships to juniors and seniors who participate in the academic mentoring program (part of the college preparation component). Our program activities support the mission by providing guidance, programs and support to students who plan to attend college.
College Preparation Program
- Academic Mentoring: Pairs students in one-to-one academic mentoring relationships with college educated professionals. Students and mentors meet once per week for two hours at one of four community-based sites.
- Writing Workshops: Provide writing coaches to students to develop better writing skills needed for college applications and financial scholarships.
- Student Ambassador Initiative: This program develops emerging leaders. Ambassadors are elected by their peers and serve in a leadership capacity. Students participate in round-table discussions, interact with corporate leaders and attend other networking events
- Career Night: The University Club of Washington annually supports students in roundtable discussions on career goals and opportunities after college graduation.
- College Tours: College Bound provides two annual tours. The fall tour is a one-day visit to schools within a certain regional radius. The four-day spring tour is over the spring break with visits to 6-8 colleges and/or universities.
- College Fair: Students, parents, volunteers and community leaders develop a college fair that is hosted by the academic mentors.
- SAT/ACT Preparation: Provides low cost SAT /ACT Prep program over 10 weeks
taught by a professional organization. They also provide intensive word study during the academic mentoring program.
College Support Program
This program supports our mission by providing our college preparatory program graduates access to services including:
- College Coaching: Provides academic mentors to students to facilitate successful
completion of college courses.
- College Support: Provide advocates for students to locate resources and other services to help them with the successful completion of college.
- Internship Programs: Identify and provide opportunities to participate in internship opportunities to build skills that will help them in the workplace.
- College Transition: Provide support through workshops and networking to ease the transition from high school to college.
- College Bound Alumni Tracking: Successfully track College Bound students that have entered college to develop statistical data on our college graduation rates.
This “Increasing Access via Mentoring” (I AM) Program is sponsored by the USC Center for Student Opportunity in Los Angeles, California, USA
The I AM Program is an intensive mentoring model where faculty, staff and students from USC and local professionals guide college-ready high school seniors through the college and financial aid application processes.
Through one-on-one mentoring, the program aims to provide students with critical
information and support that will lead to successful applications for college admission and financial aid. I AM mentors help students make informed decisions about where to apply to and attend college and provide assistance with interpreting students’ financial aid awards. Each I AM mentor works with 1-3 students for a total of 3-4 hours each month. The program is active from September through June.
The goal of the program is to increase the college-going population at the target high schools in Los Angeles.