Yari M. Marrero, MHS UCC-Peer Mentoring Program Coordinator

1. UCC-Peer Mentoring Program (UCC-PMP) Yari M. Marrero, MHS UCC-Peer Mentoring Program Coordinator

2. Presentation Objectives: • Share an overview of the UCC Peer Mentoring Program (UCC-PMP). • Objectives • Conceptual Framework • Selection Criteria • Program Evaluation

3. UCC-PMP Purpose • Enhance student success and retention through academic and non-academic support in adapting to the academic environment and meeting the challenges of a demanding program of studies.

4. UCC-PMP Objectives: • Improved student academic self-efficacy and effective learning practices: • to develop and enhance a sense of student academic self-efficacy through the mentoring relationship, • to become effectively integrated into UCC, through academic and non-academic support to the faculty and campus as a whole, • to acquire the necessary skills to become independent and life-long learners.

5. UCC-PMP Framework: SELF-EFFICACY • Based in the Social Learning Theory approach and cognitive behavioral learning models. • According to Albert Bandura, self-efficacy is “the belief in one’s capabilities to organize and execute the courses of action required to manage prospective situations” (1995, p. 2).

6. For example, self-efficacy mediates the effect of social support on physical symptoms after surgery in 193 cardiac patients, (2007) R. Schwarzer et al.

7. Self-efficacy is a person’s belief in his or her ability to succeed in a particular situation. Bandura (1994) described these beliefs as determinants of how people think, behave, and feel.

8. Bandura and others have found that an individual’s self-efficacy plays a major role in how goals, tasks, and challenges are approached.

9. People with a strong sense of self-efficacy: People with a weak sense of self-efficacy: Avoid challenging tasks. Believe that difficult tasks and situations are beyond their capabilities. Focus on personal failings and negative outcomes. Quickly loose confidence in personal abilities (Bandura, 1994). • View challenging problems as tasks to be mastered. • Develop deeper interest in the activities in which they participate. • Form a stronger sense of commitment to their interests and activities. • Recover quickly from setbacks and disappointments.

10. These beliefs begin to form in early childhood as the children deal with a wide variety of experiences, tasks, and situations. • However, the growth of self-efficacy does not ends during youth, but continues to evolve throughout life as people acquire new skills, experiences, and understanding (Bandura, 1992). How does self-efficacy develops?

11. UCC-PMP Overview Self-efficacy framework

12. Course Selection • An analysis of academic performance by Dr. Omar Pérez, detailed difficulties resulting in failing or barely passing courses, often in basic courses like: • human anatomy, • physiology, • radiographic physics, • basic principles of radiographic exposure

13. Mentee’s Selection Criteria

14. Peer Mentors Selection Criteria

15. Evaluation Process

16. In summary…