Retention Strategies “Lunch and Learn”

Retention Strategies “Lunch and Learn” Los Angeles, CA March 20, 2013

Webinar Technical Details • Call-in number is (914) 339-0029 and access code is 262-931-641. • To submit live questions, click on the “Questions” panel, type your question, and click “Send” • Presentation materials and audio will be posted at www.cacollegepathways.org

Peer Mentoring A perspective for foster youth in college

Some Background.. • 2005-2013-RCC served as ILP provider for Riverside County • Fall 2010-RCC participated in CCP grant to increase support for foster youth in college • Fall 2011-Created and implemented peer mentor program • Program ran at two campuses in the district, RCC and MVC

Where to begin? • Identification of foster youth on campus • Communication and Outreach • Selection of mentors/mentees • Training the Mentors • Supervision and oversight of program

Identifying FY on Campus 4 most popular ways: • County-shared database (ETO) • Chafee Roster* • Word of mouth (students found us) • Social Worker referral *Chafee roster became go-to method (verified FY status by state)

Outreach • Phone, Email • Social Media • Managed Facebook Group Page • Priority Registration • Created contact and verification process within the department (2012)

Verification • Developed process in which new students visited department to turn in FY verification (WOC letter) • Received information on relevant campus support programs • Took new student survey to assess: • Secondary completion (HS Diploma, GED) • Housing/Stability • Employment status • HS Special Ed status (if any)

Selection Mentors Mentees Created cohort of 15 new FY students Gained participants through verification process Provided email to those selected asking if they would like to be involved • Hired 4 mentors through Federal Work Study • Required to have successfully completed at least one RCC/MVC semester • Provided job descriptions and held interviews

Training the Mentors • Held two training sessions for newly hired mentors • Topics included: • Role of the mentor • Responsibilities • Boundary issues • Effective communication

[Sample Training Slide]Misconceptions vs. Reality Misconception Reality Effective mentoring can occur in a group setting or through a single encounter By definition, both students learn from each other Demonstrate respect, trustworthiness, and strong communication skills, especially listening skills • Mentoring only happens one-to-one on a long-term basis • Only the person being mentored benefits from mentoring • By calling yourself a “Peer Mentor,” you become a mentor. Adapted from: Peer Mentoring Resource Booklet, Glen Omatsu, CSUN

[Sample Training Slide]A mentor is not . . . • A surrogate parent • A professional counselor or therapist • A social worker • A lending institution • A romantic partner Adapted from: Peer Mentoring Resource Booklet, Glen Omatsu, CSUN

Pairing • Not always an intuitive process • Some trial and error involved • Attempted to match career interests and ed goals • Ex. – a mentor and mentee both interested in auto technology

Treat school as if it were your job.. The role of the mentor is to help their mentee become a “professional” student…

…using these strategies • Help students complete matriculation • Assist students in accessing campus support services (EOPS, DSPS, Fin Aid, etc) • Empower effective time management skills • Prioritize assignments • Create a weekly schedule • Help with organization (notebooks, calendars)

Supervision • RCC/MVC Staff) available to both mentors/mentees on an ongoing basis • Worked to troubleshoot problems/issues arising from developing relationships • Provided community resources if mentors/mentees were unaware of them

Lessons learned… • Mentoring project needs dedicated time and nurturing to become effective • Ideally, a shared experience that the cohort can go through together, such as a guidance class, could help build the feeling of community among the group • Participants have to buy in to the concept that mentoring can make a positive difference • One way this could happen would be for mentors and mentees to experience small victories along the way…

A few (maybe not so small) victories… • Robyn H. helped her mentee access tutoring through the math center when she was struggling with her algebra class. Robyn took the time to research the tutoring center hours/procedures and match her mentee with the best possible course of action • Ryan B. encouraged his mentee to stick with his auto tech program, by ensuring that hands on work would commence right after the intro class. He also helped to de-mystify the upcoming courses and give him an overview of upcoming training.

A few (maybe not so small) victories… • Keturah T. provided her mentee with information on a local transitional housing program that she herself participated in. Her mentee was facing homelessness at the time. Keturah provided her mentee with the application process, and gave him an inside view of the expectations of the program.

Peer mentors, Fall 2011

The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor’s goals and aspirations and dreams to be reproduced in the mentees, the students, but to give rise to the possibility that the students become the owners of their own history Paulo Freire

ORANGE COAST COLLEGE GUARDIAN SCHOLARS: retention strategy: summer institute

IN OUR GS OFFICE: • Respond to calls • Incentive Program • GPA Tracker • College Tours • WITH EOPS: • Progress reports (in or out of EOPS) • 2 appointments (in or out of EOPS) • INTERVENTIONS: • Intervention meetings with Counselor • Group meetings for EOPS re-entry What we do daily…

Leverage other program resources • Transfer Center, Re-Entry, Counseling, Fin aid workshops, Student Success Center, Work study, …. • ACCESS! • Connect with EOPS • Build relationships, build resource page • Give awards • “Friends of GS” • Fundraise How we cheat…

Began in 2011 • Addresses basic math and English skills such as… • Fundamentals of algebra • How to write an essay • Basic concepts of grammar • Goal: Create a foundation for future learning Summer institute

GS participants at risk of dropping out of school or struggling with academics Target population “In amongst the struggles of life, we can create some order.”

2 weeks over summer Monday – Thursday from 9:00 – 12:00 Alternate between English and math on consecutive days Institute structure Hour 1 – Academic instruction Hour 2 – Art project Hour 3 – Group discussion

Instruction provided by tutors from student success center • Costs • Tutors provided $100 stipend per person • Lunch provided daily Logistics

Focus on simplifying basic concepts Learning contextualized Alternative approaches to learning that embrace different learning styles (e.g. tactile, kinetic learners) Learning strategies • Open, non-threatening environment

Large group and small group learning Focus on creating connections Strategies for translating techniques learned into the classroom Use of metaphor to convey basic concepts Learning strategies (cont.)

Invoke passion, creativity and inspiration Group project lasting full 2 weeks Promote community building and connection Art project Summer Institute 2011 life tree project

Begin with theme • Time management • Financial aid • Study habits • Time to reflect on material learned • Contextualize learning within their own lives • Discussions on how to fit educational goals into one’s life • Connections to other resources (e.g. tutors, mentors, etc.) Group discussions

Connection! Community! Contextualize! Keep ‘em coming back! Key element recap Summer Institute 2012 mural project

For More Information debbie@johnburtonfoundation.org devon@johnburtonfoundation.org www.cacollegepathways.org

Retention Strategies “Lunch and Learn”