Du-Support Mentoring Program

1. Importance

1. It is important to note that all students are capable and just need confidence and support to succeed, regardless of being decided or undecided
   1. Multiple studies have been done that discovered knowledge of whether students were decided or undecided did not have any significant effect on predicting or explaining their retention

2. Best Practices

1. Best found practices from Yomtov, D. , Plunkett, S.W. , Efrat, R. , and Garcia Marin, A., (2017) found two important design guides
   1. Intentionally designed interventions
      1. Intrusive acts that initiates support by reaching out and bringing the support to students
   2. Support is Proactive
      1. Early and preventative actions address students’ needs in an  anticipatory fashion

3. Mentoring Results

1. Mentored students had a greater increase in integration and connection to the university. They viewed the mentoring program favorably and reported a number of benefits in other words they felt MORE CONNECTED AND SUPPORTED (Yomtov, D. , Plunkett, S.W. , Efrat, R. , and Garcia Marin, A., (2017)

4. Five Stages

1. There are five stages of mentoring (Steele, G., (2003)
   1. Opening the interview:
      1. Opening question or lead, for example “How can I help you?” Obtain student folder or record. Show openness, interest, concentrated attention.
   2. Identifying the problem:
      1. Ask student to state problem; help students articulate if needed. Help student state all relevant facts; gather as much information as needed to clarify the situation for you and the student. Is presenting problem covering a real problem? Ask probing open-end questions. Restate the problem in the student’s words; give student the chance to clarify, elaborate, or correct you interpretation, if needed.
   3. Identifying possible solutions:
      1. Ask student for his or her ideas for solving problem. Help student generate additional alternative solutions. What, how, when, who will solve the problem? What resources are needed? Discuss the implication for each solution if two or more are identified.
   4. Taking action on the solution:
      1. What specific action steps need to be taken? Is procedure, information, or referral needed? In what order do action steps need to be taken? In what time frame do they need to be taken? What follow-up is needed? By student? By advisor?
   5. Summarizing the transaction:
   6. Review what has transpired, include restating action steps. Encourage future contact; make a definite appointment time if referral or assignment has been made. Summarize what has taken place in student’s folder or record including follow-up steps or assignments if made.