MENTORING THROUGH THE POSTSECONDARY TRANSITION

1. MENTOR TRAINING MENTORING THROUGH THE POSTSECONDARY TRANSITION Fall, 2013 Indiana College Success Mentoring Initiative

2. Welcome & Thank You: USA Funds Indiana Commission for Higher Education

3. What Do You See?

4. COLLEGE COMPLETION GAP WIDENING: “Using 1996 data, those in the top family income quartile were found to complete a baccalaureate degree at a 74% rate, as compared to 5% for those in the bottom income quartile.” • Retaining First Generation and Students, Pell Institute RESEARCH

5. For Indiana’s 21st Century Scholars… 88%: Scholars entering college directly after HS 75%: Scholars persisting from 1st to 2nd year in college 31%: Scholars earning a degree within: - 6 years(Bachelors), 3 years (Associates) 13%: Scholars earning a degree ON TIME ! - 4 years (Bachelors), 2 years (Associates) COLLEGE DROPOUT CRISIS

6. Limited rigor of academic preparation • Scholars lack of confidence or hope about succeeding in college • Financial limitations, actual and perceived • Needing to earn an more income than PSE would allow (working at local retailers and restaurants) • Family obligations (including parenting and pregnancy) • Not accessing their TFC scholarship due to lower than required GPA or late or no FAFSA filing • Delayed enrollment for Spring 2013 • Not sure why, because unable to reach scholars! TRANSITION BARRIERS IN 2013

7. For your scholar: Hurdles Not Barriers Q: What hurdles will your scholar have to get past?

8. SENIORS ARE NOT ABOUT TO CROSS THE FINISH LINE OF HIGH SCHOOL GRADUATION. • THEY ARE ABOUT TO CROSS THE STARTING LINE OF COLLEGE.

9. …It is a bridge over Niagara Falls (Vast distance, long way to fall, between 2 very different places) • May – September and • HS Senior Year to Freshman Year and • PSE Freshman Year – PSE Sophomore Year and • Home community to school • Mentoring relationship from HS to PSE, possibly from local to distance relationship WHAT IS A “TRANSITION”?

10. Your Mentoring Relationship: The New Chapter

11. “The single most important feature of those that purported to be successful with individual students was a close, caring relationship with a knowledgeable adult who monitors the students progress” (USDOE, National Center for Educational Statistics. 2001). Research also shows that underrepresented youth are most significantly impacted by mentoring relationships (Jekielek, 2002). • Improving College Access Through Mentoring, National College Access Network RESEARCH

12. HIGH SCHOOL COLLEGE MENTOR MENTOR HS MENTOR & COLLEGE MENTOR

13. “FIRST GENERATION STUDENTS IDENTIFIED THREE CRUCIAL STEPS ALONG THE PIPELINE TO COLLEGE WHERE SUPPORT WAS MOST HELPFUL IN MAKING THE TRANSITION FROM HS TO COLLEGE: • Raising aspirations for college • Navigating the college admissions process • Easing the initial transition to college.” “It was the relationship with pre-college program staff that allowed them to be receptive to the messages (they) had to offer” • Straight From the Source: What Works for First-Generation Students (2006), Pell Institute RESEARCH

14. BEST PRACTICES OF STUDENT SUPPORT SERVICES PROGRAMS (TO RETAIN STUDENTS): “One of the common practices of high-performing programs is the provision of a structured freshman year... Features of such a program (include): • “pre-freshman year academic and social preparation”, • “an intrusive advising process throughout the freshman year”, • “a powerful message of success through conscientious effort.” • Retaining First Generation and Students, Pell Institute RESEARCH

15. Question: What is the role of a College Success coach/ mentor? Question: What is not the role of a College Success coach/ mentor? MENTOR = College Success Coach

16. How Much Contact Should I be Having? With Scholar: Bare Minimum: Monthly Voice or Video Call Additional: Texting & Social Networking In Person: “LOCAL” - 2-3 local visits “ON Campus”: 1 annually (ideally in first semester) With Staff: Bare Minimum: Monthly updates about your scholar STAYING CONNECTED: Dosage

17. How do I Reach Them? Best Option: What is their favorite way to connect? Most Popular: Texting, Instagram, Twitter, Facebook Also Build in: Phone Calls & Video Chats: Facetime/ Skype Worst options: Email and waiting for them to contact you STAYING CONNECTED: How?

18. Discussion: What can I do when they don’t respond? STAYING CONNECTED

19. Keep them answering the phone/message by having some of your contacts be mainly light & supportive. • Send “care packages” of support, inspiration. • Ask for access to school data • Send a quick message via different platform • Contact staff • Contact family GETTING THEM TO RESPOND

20. *Informed by reports/recommendations of the * Informed by recommendations of the Indiana Commission for Higher Education MENTORS WATCH FOR…

21. IF YOU HAVE A DROPOUT CONCERN: • Listen and trust your instincts about what’s going on • Try to support and get through to your scholar in ways that have worked in your relationship before • Contact staff of your mentoring organization as soon as possible to convey any of your concerns about the scholar dropping out HOW TO RESPOND…

22. PRIORITIES FOR SCHOLAR SUCCESS

23. ADJUSTING TO CAMPUS LIFE

24. GET INVOLVED: With people, activities. Related to strong self-esteem and academic performance. • STAY POSITIVE: Encourage your mentee to work toward maintaining an optimistic attitude. • GO TO CLASS: Attendance in class ought to be one of your mentee’s top priorities. Academic success and feeling connected are dependent upon good attendance. TOP 10 WAYS TO ADJUST TO CAMPUS LIFE

25. PARTY SMART: If they choose to party, do it ways that are safe and don’t result in harm to themselves or others, doesn't result in poor academic performance and don’t jeopardize their scholarship(s). • STAY ON CAMPUS: Encourage your mentee to stay on campus as much as possible (including on the weekends and by living in campus housing, if possible). • EAT AND SLEEP WELL: Your mentees will function best through adjustment, crises and school demands when their bodies are appropriately nurtured. TOP 10 WAYS TO ADJUST TO CAMPUS LIFE

26. PRACTICE GOOD STRESS MANAGEMENT: While some stress is inevitable, there are things mentees can do to prevent or reduce stress. Encourage them to seek out and learn these methods. • Exercise • Meditation • Television • Spend time with friends • Playing video games TOP 10 WAYS TO ADJUST TO CAMPUS LIFE

27. COMMUNICATE PRODUCTIVELY: Mentees should be assertive with others so that your own needs are met, but do so with respect to others and to their differences • MAINTAIN HEALTHY RELATIONSHIPS: Avoid toxic relationships, stay in touch with people who support them, offer friends “give and take” and resolve conflicts in an honorable way. • STAY FOCUSED: College success and academic success require students to focus and to concentrate and minimize distractions. Top 10 Ways to Adjust to Campus Life

28. For your scholar: Adjusting = Hurdling Q: What tips for adjusting will be most important for your scholar?

29. ADJUSTING THROUGH A CRISIS

30. Physical – illness, injury, other physiological impediments. • Social – challenges with social or communication skills, intercultural understanding, roommates and other interpersonal issues 4 KINDS OF CRISIS

31. Emotional – psychological upsets that interfere with a student’s ability to function. Can include a) clinical depression or bipolar disorder and/or b) emotional responses to life problems, divorce, death of a family member or friend, financial worries and relationship worries. • Academic – may be conditional admission, failed tests, low midterm grades and academic warning. 4 KINDS OF CRISIS

32. The Five Keys • Prevent crises by nurturing resilience • Stay in touch – keep the door open • Detect Early: Look for signs • *Identify: What is the crisis? • *Refer: What is the referral process? MENTORING THROUGH THE CRISIS

33. CRISIS SCENARIOS WHAT WILL YOU DO?

34. Time management refers to a range of skills, tools, and techniques used to manage events in relation to time. WHAT IS TIME MANAGEMENT?

35. *Know how you spend your time • *Set priorities • Use planning tools • Plan Ahead • *Get organized • Stop procrastinating • Manage time wasters • Avoid multi-tasking * Great discussion points for mentors! STRATEGIES TO MANAGE TIME

36. SIGNS OF POOR TIME MANAGEMENT • * Stress • Tasks take longer • * Illness/ Fatigue • Disorganization • * Lack of Accomplishment * Most apparent warning signs mentors can look for! SCHOLARS’ WARNING SIGNS

37. STUDY SKILLS

38. Remember, many college students have never really learned how to study before they get to college. STUDY SKILLS

39. TIPS FOR STUDYING • Schedule it • Find productive, alternating places to study • Take advantage of: • Peer study groups • Professors’ office hours • Campus resources: writing and tutoring centers 4. SLEEP ! STUDY SKILLS

40. NOTE TAKING

41. Remember, note taking is difficult because it requires: Organizing a large volume of information Recording what you will need to know later Understanding the content being presented NOTE TAKING

42. TIPS FOR GOOD NOTE TAKING • Scholars should develop a note taking method & organizing system that works best for them • Go to class prepared • Strengthen your listening skills (avoid zoning out) • Focus on recording key content (repeated, emphasized, written on the board) • Fill in the gaps with friends/ professor later STUDY SKILLS

43. REMOVING THE FINANCIAL BARRIERS

44. Priority One: Keep Their 21ST CENTURY SCHOLARSHIP REMOVING THE FINANACIAL BARRIER

45. WHAT IT PAYS FOR: The scholarship covers undergraduate tuition and regularly assessed fees at an approved public institution. The scholarship covers only a portion of the tuition and fees at a private (independent) school. At proprietary schools, the scholarship amount is the same as if the student were to attend Ivy Tech Community College. For schools which charge by the credit hour, the scholarship covers a maximum of 15 credit hours per term. All eligible institutions are in Indiana. - www.scholars.in.gov THE 21CS SCHOLARSHIP 101

46. WHAT IT DOESN’T PAY FOR: The scholarship does not cover the cost of books, room and board, parking fees, lab fees or any other fees assessed that are not assessed to all students. THE 21CS SCHOLARSHIP 101

47. WHAT SOME CAMPUSES MAY OFFER 21CS SCHOLARS: Financial aid assistance, fee waivers (for books, labs and/or applications), support services including ScholarCorp mentors, staff, tutoring, service opportunities and assistance with adjusting to campus life. THE 21CS SCHOLARSHIP 101

48. RECOMMENDATIONS FOR COUNSELORS AND COLLEGE ACCESS PROFESSIONALS: “…Because of how important “college match” has become in the college selection and decision process for low-income and first generation students…college access professionals need to advise their students to become better informed about the promising student support services practices in their college match criteria” • Promising Practices Supporting Low-Income, First-Generation Students at DeVry University, Pell Institute RESEARCH

49. Scholars have 1 year after HS graduation to begin using the it File the FAFSA annually Meet the college’s “Satisfactory Academic Progress” Standards Honor the 21CS Scholars Pledge NEW: CREDIT COMPLETION REQUIREMENTS !!! 30 credits annually: eligible for full 21CS award 24-29 Credits annually: $2500 or less Less than 24 credits annually no award HOW TO KEEP THE 21CS SCHOLARSHIP

50. For HS Scholars: • 2.5 GPA • FAFSA: March 10th deadline • Senior Affirmation (March 10th deadline) • Honor 21CS Scholars’ Pledge • ** Find the best credential fit… • Help your scholar choose wisely! • - what else does the campus offer scholars? • - what credential track/ coursework can the • scholar successfully complete w/ 30 credits • annually? 21CS SCHOLARSHIP: CLIFF NOTES FOR HS MENTORS