Collin Fellows April 2007

1. Pacific Sociological Association Closing the Gap With Population Specific Mentoring ProgramsHighlighting PSU’s Students First Mentoring Program Collin Fellows April 2007

2. How can effective solutions be created that address the ever changing face of the college student body?

3. face of education Diversity Older Returning Students with Families Multiple-College Transfer Students More women First-Generation International students Students with Disabilities

4. persistence The traditional 5-year path is no longer adequate for all students… Neither is simply waiting for them to “figure it out.”

5. first-generation students Even after controlling for socioeconomic status, institution types, and attendance rates, first-generation students demonstrated lower retention rates than traditional students.

6. first-generation students and 1st year persistence • have limited information about the college experience • are less likely to receive informal family support in coping with problems. • are more than twice as likely to leave before their second year.

7. factors affecting first-generation students 1st year persistence Research has shown: • prior preparation • financial issues • supportive campus environment

8. Students First Mentoring Program (SFMP) is a four year pilot intervention --- supported by the U.S. Department of Education and Portland State University’s Office of Student Affairs – designed to improve first generation student retention at PSU

9. SFMP is a multi-layered mentoring program that complements and builds upon regular advising, and targets new-to-campus first-generation, low-income students – i.e. freshmen and students transferring from community colleges who are not accepted into federal TRIO programs

10. SFMP provides participating students with a variety of resources designed to connect them with the wide range of available campus support services, while at the same time providing them with a set of time-tested strategies for dealing with specific university adjustment issues

11. While traditional college orientation programs emphasis “what” things are available on campus and “where” they are located, SFMP provides that same information, but also emphasizes “how to do” critical elements of the college student role, as well as helping students understand “why” their chances of college success are greater if the follow the SFMP recommended “paths of action.”

12. central theme: these students will make an easier adjustment to the university if they are provided with opportunities to utilize the expertise of already successful, first-generation PSU students long term goal: provide a structured support network for students to use during their first year until they are proficient enough to develop their own personal set of university navigation strategies

13. program elements • SFMP orientation • Mentee Orientation Cards • Resource Website • Peer-Mentoring Video Library • Weekly Contact, Support, and Encouragement to Keep on Track • Tools for Student Success • Student Group Discussion • WebCT Bulletin-Board / Discussion Forum • SFMP social activities

14. Recognizing student adjustment issues Identifying campus resources and using each appropriately Connecting students to the campus and other students Developing strategies for dealing with issues areas of program emphasis

15. GPA Table #2b SFMP Freshmen and Comparison groups: Average GPA by term 2005-2006

16. Persistence Table #2a SFMP Freshmen and Comparison groups: persistence 2005-2006

17. Credits Completed Table #2c SFMP Freshmen and Comparison groups: Average # credits completed by term 2005-2006

18. so, what does it take? • Combination of academic and associative • Population specific mentors • Population specific goals • Focus on strategy building • Efficient delivery • Willingness to evolve

19. the future of SFMP Going into our final year, we plan to ; • Double, again, the number of students that we serve • Begin a longitudinal study of success • Experiment with using this model in other advising programs in the university • Expand our analysis to include a better understanding of actual usage of services • Refine the use of “on-line mentoring” • Partner with community colleges in providing transfer transition services • Add focus on newly transferred students

20. can on-line mentoring impact 1st year persistence? • Students randomly assigned to one of two conditions OLM and OLMP • Both groups have access to the full range of program resources – OLMP receives additional weekly contact from mentor • Comparable 2005-06 results gpa, credits, retention – for both groups all rates were superior than “all PSU freshmen”

21. transfer students • transfer students need help recognizing some of the ways the university is different from community college, identifying available services, and asking the “right” questions to get the information that they need. • 2005-06 14 cc transfer students participated in SFMP persistence: F-W. 90% F – S 86%, 3.27 gpa, 35 avg # credits completed • issue is more “effectiveness of efforts” rather than simply persistence or course success

22. application beyond Students First Mentoring Program - Additional populations within the University - Multi-site delivery - Tech only solutions - Other service agencies

23. Collin Fellows Program Manager Students First Mentoring Program studetnsfirst@pdx.edu 503-725-5307