Academic Mentor Training

1. Academic Mentor Training Fall 2011

2. Agenda Welcome • Icebreaker and Introductions • Set ground rules and expectations CCE Roles and Responsibilities • Vision, Mission and Values • Role and organization Academic Mentor • What makes for a mentor? • Roles and Responsibilities • Developmental Assets • Active Listening • Show off your work! Prof. Tariq Akmal • Better know a middle schooler Stephen Bischoff • Ethnic Identity Development Reflection • What have you learned? • What do you still have questions about? Have your say! • Take a moment to evaluate this training

3. Icebreaker: Did you know? Everyone has a unique talent or quirk that is fun to share! Your goal for this activity is to meet your fellow Academic Mentors while learning a little about what makes them unique! Find a person in the group that fits a description on your “Did you know?” sheet and have the person write their name next to that description. You are finished only when you’ve filled13 slots with no duplicates. Have fun and get to know your group!

4. Our Vision, Mission and Values Vision WSU students and graduates are catalysts for creating vibrant, just, and sustainable communities. Mission In partnership with communities, the CCE facilitates student engagement which fosters a sense of self, a sense of place, and a sense of purpose to effect positive change. Values Community Awareness Respect Equity

5. Role of the CCE @ WSU • Provide Academic and Co-curricular Civic Engagement & Leadership Opportunities for WSU Students • Academic Service Learning • Community Service Projects • Community Service Placements • Service Learning Internships • Student Staff Positions • Service Trips (Eco Adventures, • Spring to Action) • Civic Engagement Events and Campaigns

6. SA&E Vice President John Fraire Director Melanie Brown Advisory Council Administrative Manager Becky Manning Assistant Director Michael Schwartz-Oscar Academics/Assessment/ Student Involvement & Leadership Assistant Director Debi Fitzgerald Community & School Partnerships Communication/Special Events CFD Coordinator Marketing & Communication Erin McIlraith Coordinator Community Partnerships Tiffanie Braun Coordinator Youth Mentoring6-12 (AmeriCorps Member) Jonelle McCoy Coordinator Academic Program Kristen Koenig Coordinator Student Involvement Ben Calabretta GA Admin Services (front desk & marketing support) Jenny Danvers GA Community Projects Heidi Keen GA Community Involvement Darryl Freeman GA School Partnerships/ Literacy ProgramsP-5 Stefanie Reisch GA Student Involvement Amber Heckelman Program Assistants Marketing Assistants Project Leaders Literacy Mentors Peer Mentors CCE Organization Academic Mentors

7. Agenda Welcome • Icebreaker and Introductions • Set ground rules and expectations CCE Roles and Responsibilities • Vision, Mission and Values • Role and organization Academic Mentor • What makes for a mentor? • Roles and Responsibilities • Developmental Assets • Active Listening • Show off your work! Prof. Tariq Akmal • Better know a middle schooler Stephen Bischoff • Ethnic Identity Development Reflection • What have you learned? • What do you still have questions about? Have your say! • Take a moment to evaluate this training

8. What’s a Mentor Anyway? • How would you describe a mentor? • Have you had a mentor? • How did they treat you? • How did they inspire you? • Have you been a mentor? • What was your role? • How did you affect your mentee? • How did your mentee affect you?

9. Mentor Dispositions These 12 dispositions are a way of conceptualizing a successful mentoring mindset – if you think and act in accordance with these dispositions you’ll find mentoring much easier! • Responsibility • Thoughtful/Responsive Listening • Attendance • Preparedness • Continuous Learning • Positive Climate/Attitude • Reflection • Initiative • Cooperation/Collaboration • Respect • Relationship Building • Cultural Competency

10. Activity Time! For this activity I need one volunteer to go outside the room. Who will step up to the challenge?

11. Roles and Responsibilites The key to effective mentoring relationships lies in the development of trust between two strangers.

12. Developmental Assets EXTERNAL ASSETS INTERNAL ASSETS • Commitment to Learning • Positive Values • Social Competencies • Positive Identity • Support • Empowerment • Boundaries and expectations • Constructive Use of time

13. Cultural Competency is… • Cultural Awareness • Awareness of your biases and prejudices. • Awareness of how culture shapes beliefs and values. • Recognizing your own culture(s). • Cultural Understanding • Understand issues that arise when values and beliefs differ from the dominant culture. • Understand how culture affects participation in programs. • Cultural Knowledge • Learn about cultures and diverse groups in your geographic area. • Identify cultural guides and build productive relationships with them. • Cultural Interaction • Recognize factors impacting successful intercultural communication. • Manage intercultural conflicts effectively. • Interact with and seek guidance from cultural partners. • Cultural Sensitivity • Understand historical and sociological influences on specific cultural interactions. • Recognize the impact of privilege, inequality and oppression in daily contexts. Cultural Sensitivity Cultural Interaction Cultural Knowledge Cultural Competency Increasing Cultural Understanding Cultural Awareness

14. Active Listening A Mentor’s Most Important Skill • Before we move on to the next section of your handbook, let’s brainstorm. • What do you think • “active listening” means?

15. Log your hours! www.wacampuscompact.org/retentionproject/assessment/assessment.shtml Show off your work! On these sheets for the CCE and on AmeriCorps’ Retention Project website:

16. Agenda Welcome • Icebreaker and Introductions • Set ground rules and expectations CCE Roles and Responsibilities • Vision, Mission and Values • Role and organization Academic Mentor • What makes for a mentor? • Roles and Responsibilities • Developmental Assets • Active Listening • Show off your work! Prof. Tariq Akmal • Better know a middle schooler Stephen Bischoff • Ethnic Identity Development Reflection • What have you learned? • What do you still have questions about? Have your say! • Take a moment to evaluate this training

17. Welcome Prof. Akmal! Director of Education and Associate Professor Better know a middle schooler.

18. Agenda Welcome • Icebreaker and Introductions • Set ground rules and expectations CCE Roles and Responsibilities • Vision, Mission and Values • Role and organization Academic Mentor • What makes for a mentor? • Roles and Responsibilities • Developmental Assets • Active Listening • Show off your work! Prof. Tariq Akmal • Better know a middle schooler Stephen Bischoff • Ethnic Identity Development Reflection • What have you learned? • What do you still have questions about? Have your say! • Take a moment to evaluate this training

19. Welcome Stephen Bischoff! Retention Counselor Asian American and Pacific Islander (AAPI) Student Center Ethnic Identity Development

20. Ethnic Identity DevelopmentLincoln Middle School Mentor Program Presented by Stephen Bischoff

21. Goals • Familiarize everyone with race, ethnicity, and identity • Increase understanding for their impact on mentoring • Better awareness/understanding of self and mentees’ relation to these areas

22. Goals (continued) • Better awareness/understanding of ethnic identity models • Thinking and applying approaches in the future

23. Terminology • Race : Idea of a distinct biological type of human being; term referring generally to racial difference and racial relations. • Ethnicity : Human cultural traits as learned behavior; the combination of learned cultural behavior with a specific ancestry and physical appearance. Source: Zack, Naomi; Thinking About Race, 2006.

24. Terminology (continued) • Identity : self-categorization of a person in terms of race, ethnicity, or gender (more broadly, other categories also apply, such as occupation); in the philosophical sense, that which makes a person the same person throughout changes; also, what a person is to himself or herself. Source: Zack, Naomi; Thinking About Race, 2006.

25. Ethnic Identity Models

26. Phinney’sEthnic Identity Development Model • Stage 1: Unexamined Ethnic Identity-accepts dominant culture • Stage 2: Moratorium-explores his/her ethnic identity • Stage 3: Ethnic Identity Achievement-accepts his/her own identity and feels comfortable with dominant group

27. Cross’ African American Ethnic Identity Development Model • Stage 1: Pre-Encounter-denies own culture and accepts dominant culture • Stage 2: Encounter-questions identity • Stage 3: Immersion/Emersion-immerses in own culture and not the dominant culture • Stage 4: Internalization-resolves conflicts with dominant culture • Stage 5: Internalization commitment-acceptance of identity and respects dominant culture

28. Ruiz’s Chicano/Latino Ethnic Development • Stage 1: Causal-awareness of negative messages from society about Latinos • Stage 2: Cognitive-the person believes the negative messages from society • Stage 3: Consequence-rejects their Latino culture and heritage • Stage 4: Working Through-questions negative messages and begins to accept his/her Latino identity • Stage 5: Successful Resolution-respects and integrates Latino identity

29. Kerwin and Ponterotto’s Biracial Identity Development Model • Stage 1: Pre-school-awareness of racial differences • Stage 2: Entry to school-questioned about their ethnicity • Stage 3: Pre-adolescence-sensitivity to difference based on appearance (e.g., attention from others due to unique appearance) • Stage 4: Adolescence-conform to social norms to gain acceptance; most difficult stage because of external pressure to select one group over the other • Stage 5: College/Young Adulthood-identification primarily with one culture but gain acceptance of the other • Stage 6: Adulthood-integration of identities

30. “Individuals who belong to highly valued groups do not need to modify or enhance their social identity; however, when faced with a context that devalues one’s group, the person may have to engage in a process to negotiate the meaning of his or her identity.” French, S.E., E. Seidman, L.R. Allen, and J.L. Aber. "The Development of Ethnic Identity During Adolescence." Developmental Psychology 42, no. 1 (2006): 1.

31. Identity Achievement • “The meaning of ethnic identity achievement is undoubtedly different for different individuals and groups becauseof their different historical and personal experiences. However, [identity] achievement does not necessarily imply a high degree of ethnic involvement; one could presumably be clear about and confident of one's ethnicity without wanting to maintain one's ethnic language or customs.” Phinney, J.S. "Ethnic Identity in Adolescents and Adults: Review of Research." Psychological bulletin 108, no. 3 (1990): 499.

32. Application • Recognizing… • Comfort zones for mentees • Not assuming • Appearance isn’t everything • Complex • Encouraging development

33. Application • Addressing exclusion, teasing • Support for… • Students negotiating identity • Balancing inclusivity and acceptance of different ethnicities/identities without singling out • How gender, class, etc. can make even more complex • Different learning styles

34. Agenda Welcome • Icebreaker and Introductions • Set ground rules and expectations CCE Roles and Responsibilities • Vision, Mission and Values • Role and organization Academic Mentor • What makes for a mentor? • Roles and Responsibilities • Developmental Assets • Active Listening • Show off your work! Prof. Tariq Akmal • Better know a middle schooler Stephen Bischoff • Ethnic Identity Development Reflection • What have you learned? • What do you still have questions about? Have your say! • Take a moment to evaluate this training

35. Reflection • What have you learned? • What do you still have questions about?

36. Have Your Say! Take a moment to evaluate this training.