The Family of Mentoring Activities at the University of Minnesota: Co-Curricular and Career Based Programs in the Suppor

1. 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

2. 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

3. Summary • Sample of Career Based Programs • Some Details of the Co-Curricular Programs • Research Pertaining to Mentoring • Training • Conclusions

4. 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 Hubert H. Humphrey Institute of Public Affairs Pharmacy Carlson School of Management College of Liberal Arts Public Health Institute of Technology Industrial Relations Center - Carlson School of Management 40,572 undergraduate students - About 1195 Students participated last year

5. 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.

6. 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

7. Summary • Sample of Career Based Programs • Some Details of the Co-Curricular Programs • Research Pertaining to Mentoring • Training • Conclusions

8. 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

9. 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

10. Summary • Sample of Career Based Programs • Some Details of the Co-Curricular Programs • Research Pertaining to Mentoring • Training • Conclusions

11. 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

12. It is proposed that mentoring provides another mechanism for “mattering,” engagement and emphasis of Developmental Outcomes

13. Developmental Outcomes • University of Minnesota • Self Awareness • Responsibility and Accountability • Goal Orientation • Independence and Interdependence • Resilience • Appreciation and Differences • Tolerance of Ambiguity

14. University of Minnesota Activity Studies Ronald L. Huesman, Jr., Office of Institutional Research and Reporting, University of Minnesota January, 2004 The 2003 Student Experiences Survey Report

15. University of MinnesotaImpact 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.

16. Social Change Model Astin, Helen, “Leadership for Social Change,” About Campus, July-August 1996.

17. MSL Study • Part of the MSL study environment was mentoring by: • Student • Community Member • Employer • Faculty • Student Affairs • None

18. 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.

19. University of MinnesotaImpact 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

20. 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. Three Important Elements of the Model

21. Results - Consciousness of Self

22. Results - Collaboration

23. Results - Adapting to Change

24. Summary • Sample of Career Based Programs • Some Details of the Co-Curricular Programs • Research Pertaining to Mentoring • Training • Conclusions

25. 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.

26. 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

27. Training • Emphasizes the importance of generalized skills that are a requisite for any profession. • Training both mentor and student to: • 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

28. 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.

29. Question Does mentoring support student engagement and emphasize University Development Outcomes? Research and experience say yes