Abstract of Presentation.
Related searches for Abstract of Presentation
This workshop will describe a mentoring program within a First Year Experience course provided by graduate counseling students at a large, urban, diverse, Comprehensive, public university. The training of the graduate students and faculty, the interventions used, and the outcomes of student development with and without mentors will be shared.
A creative process developed by CSU Northridge faculty and staff [and named by Gordon Nakagawa] who have learned to infuse mentoring into their everyday interactions with students such as through teaching and advising. “Mentoring on the run” is done on an everyday basis, not just by special appointment in formal or one-on-one interactions.
CSU-Northridge Educational Opportunity Program Director José Luis Vargas found that the single most important factor associated with high retention and graduation rates for low-income, first-generation college students was their ability to find a mentor at CSUN.
“Mentoring…is increasingly looked to today as a retention strategy and enhancement strategy for undergraduate education.”(Jacobi, 1991, p. 505)
Vicki Orazem, Vice Provost, University of Alaska
Continued on next page retention strategy and enhancement strategy for undergraduate education.”Derived Tree (1 of 3)
Q 31 = “I expect to to give considerable thought to whether I should ask for psychological services at the University, or from a psychotherapist outside of CSUN.”
Q3 retention strategy and enhancement strategy for undergraduate education.” = “I expect to keep up to date on my academic work.”
Q53 = “I expect to feel that I have good control over my life situation at CSUN.”
Q56 = “I expect to feel that I am very different from other students at CSUN, in ways that I don’t like.”Derived Tree (2 of 3)
Continued on next page
Q3 = “I expect to keep up to date on my academic work.”
Q56 = “I expect to be pleased about my decision to go to college.”
Q32 = “I expect to have doubts regarding the value of a college education.”
Continued from previous page
Baker, R., McNeil, O., & Siryk, B. (1985). Expectation and reality in freshman adjustment to college. Journal of Counseling Psychology, 32, 94-103.
Galbraith, M., & Cohen, N. (Eds.) (1995). Mentoring: New strategies and challenges. San Francisco: Jossey-Bass.
Hirsch, G. (2001). Helping college students succeed: A model for effective intervention. Philadelphia, PA: Brunner-Routledge/Taylor & Francis.
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532.
Kram, K. E. (1988).Mentoring at work: Developmental relationships in organizational life. Lanham, MD: University Press of America.
Murrell, A. J., Crosby, F. J., & Ely, R. J. (Eds.). (1999). Mentoring dilemmas: Developmental relationships within multicultural organizations (The Applied Social Research Series). Mahwah, NJ: Lawrence-Erlbaum.
Nakagawa, G. (n.d.) Faculty mentoring resource booklet. Retrieved March 3, 2003 from California State University, Northridge Web site: http://www.csun.edu/eop/htdocs/fmp%20manual.pdf
Omatsu, G. (n.d.) The power of peer mentoring. Retrieved March 3, 2003 from California State University, Northridge Web site: http:/www.csun.edu/eop/htdocs/peermentoring.pdf
Schwiebert, V. L. (2000). Mentoring: Creating connected, empowered relationships. Alexandria, VA: American Counseling Association.
Thile, E. L. & Matt, G. E. (1995). The ethnic mentor undergraduate program: A brief description and preliminary findings. Journal of Multicultural Counseling and Development, 23(2), 116-126.
Tovar, E. (1999). Use of predictive modeling in the identification of dropout- prone community college students. Unpublished master’s thesis, California State University, Northridge.
Merril Simon, Ph.D., NCCC, RPC and
Rie Rogers Mitchell, Ph.D., ABPP
California State University, Northridge
Esau Tovar, M.S.
Santa Monica College
American Counseling Association Annual Conference
March 24, 2003 • Anaheim, California