SMILE : An Inside Look at an Innovative Peer Mentoring Program at a Multi-campus College

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SMILE An Inside Look at an Innovative Peer
Mentoring Program at a Multi-campus College

• 27th Annual Conference on The First-Year
  Experience San Francisco
• February 2008

Margie Bader, Program Coordinator Sheryl Minnett,
SMILE Faculty
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Path to Success

• Being mentored is
• one of the most important predictors of a
  successful career.
• Globe Mail, November 11, 2005

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Mentoring

• Mentoring is a brain to pick, an ear to listen
  and a push in the right direction
• John C. Crosby

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The Origins of Mentoring

• The word mentor is derived from Homers
  Odyssey. Odysseus goes off to war and turns the
  guidance of his young son, Telemachus, over to
  his friend Mentor. The boy is then mentored in
  the ways of the world.

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Mentoring in Canada

• Canada is the world leader in providing mentoring
  programs in career settings
• Over 65 of peer and other mentoring programs in
  the world are Canadian programs
• 66 of the top 2,000 Canadian corporations
  provide some type of mentoring program, compared
  to 17 in the USA (Rey Carr, Peer Resources)

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Mentoring in the USA

• In 1995 the word mentor appeared in the
  Washington Post only once in the entire year
  compared to once a month by 1999
• In 2002 the Harvard Mentoring Project launched a
  new effort to institutionalize and advertise the
  nations commitment to mentoring and established
  the month of January as National Mentoring Month
• Storylines dealing with mentoring have appeared
  on many TV shows e.g. King of Queens, Becker, Law
  and Order Special Victims Unit and ER
• Over the past six years, the Harvard Mentoring
  Project has spearheaded a national media campaign
  to promote the growth of mentoring in
  collaboration with national and regional TV and
  nonprofit partners

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Why post secondary mentoring?

• A public institution with 2,000 freshmen enrolled
  annually and a dropout rate of 30 can save 1
  million for a 10 decrease in the dropout rate
  (Levitz, Noel and Richter, 1999)
• Dropouts are expensive. It is far more cost
  effective to retain a student that has been
  admitted than to recruit a new one.
• (Dr. Lee Noel, Student Retention Task Force,
  Nipisseng University, March 2006)

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Coaching Vs. Mentoring

• Coaching
• is usually a paid activity
• focuses on performance
• specific agenda
• involves a person (usually external) who teaches
  and directs a person using encouragement and
  advice
• short term, issue specific guidance
• helps to achieve specific, challenging goals
• helps person stay focused on area of improvement.
  
• can be used to develop members of a work team

• Mentoring
• is voluntary and ongoing
• focuses on the individual
• facilitator with no agenda
• can involve a senior person in the same
  organization who knows the structure, policies
  and processes of the organization
• shares knowledge and experiences to empower
  protégé
• is a learned guide who gives support and helps to
  open doors for the protégé
• A mentor is a role model who provides a broad
  perspective

Mentoring and coaching use a similar skills set
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SMILE Mission Statement

• SMILE Mentoring is committed to enhancing the
  personal, academic, social and professional
  growth of our students by establishing and
  maintaining positive mentor-protégé
  relationships.
• We value diversity, volunteerism,
  confidentiality, integrity and respect.
• Through their involvement in the Mentoring
  Program, we empower our students and facilitate
  their success at Seneca College and beyond.

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Why was SMILE Initiated?

• Developed as an intervention strategy to address
  retention issues faced by the College
• Developed in response to student reports of
  isolation, loneliness and lack of connection to
  the College community
• Designed to provide opportunities for senior
  students to have a positive impact on students in
  transition to College life

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Program Goals

• Engage students and provide them with a sense of
  community
• Help students fully adjust to College life
• Transfer knowledge of available resources
• Positively impact student retention

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Beginning of SMILE Program

• The SMILE Mentoring Program started as a pilot
  project in 2002. This pilot was initiated in one
  academic program at one satellite campus with 10
  mentors and 20 protégés.
• By December 2007, the Program had expanded to
  three campuses Seneca _at_York, Newnham and King)
  with 476 active mentors and 520 protégés.
• The SMILE Mentoring Program falls under the
  umbrella of the Counselling, Disability, Health
  and Learning Centres Department

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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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Who Are Our Mentors and Protégés?
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SMILE Mentoring Program Activities

• Facebook
• Mentoring Month
• Campus Events
• Mentor Club
• Leadership Award
• Database
• Liberal Arts Credit (online course)
• Research

• Recruitment
• Applications Screening
• Training
• Matching
• Program Maintenance Evaluation
• Marketing
• Lead Mentor Program
• Recognition Ceremony

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SMILE Mentoring Program Activities Recruitment

• Class visits at start of each semester
• Email Campaign to potential mentors and protégés
• Telephone recruitment
• On-Campus Advertising
• Brochures, Posters, Electronic Signs, Flyers
• Referrals
• Word of mouth from student to student, referral
  by Faculty, Program Coordinators, Chairs, Career
  Services, Student Services, Counselling
  Department
• Events
• College Orientation / Open House
• On-Campus Events, Frosh Week
• College Website Ads (through BlackBoard)

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SMILE Mentoring Program Activities Applications
Screening

• Mentor Requirements
• Senior students (minimum 2nd semester)
• Mandatory minimum GPA 3.0
• Completed mentor application
• Successful interview with SMILE staff
• Protégé Requirements
• Completed protégé application

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SMILE Mentoring Program Activities Applications
Screening

• Mentor Candidates
• Embrace the spirit of volunteerism
• Commit one hour per week to assist a protégé for
  a minimum of one semester
• Ability to listen and respond appropriately
• Availability for 14 hour mentor training
• Satisfactory English communication skills

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SMILE Mentoring Program Activities Mentor
Training

• Experiential workshops spread over 14 hours led
  by SMILE faculty
• Includes segments in
• Teambuilding
• Leadership
• Problem solving
• Communication listening, responding and
  roadblocks
• Learning styles
• Boundaries and personal space
• Cultural diversity
• Knowledge of College resources

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SMILE Mentoring Program Activities Matching

• Primary Criteria
• academic program
• Secondary Criteria
• Protégé preference related to language,
  interests, cultural background and/or gender
• If no preference, we try to match with students
  from other cultures to enhance cultural
  understanding and competence

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Program Maintenance Evaluation

• Tracking
• Database updates
• Biweekly mentor logs submitted by mentors
• Telephonic follow-up where necessary
• Evaluation
• Analyze feedback forms from
• Mentor Training
• Events
• Monkey survey on program effectiveness (2006)
• Oversee mentor and protégé relationships
• emails to students
• In person connection at workshops and events
• drop-in communication

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Program Maintenance Evaluation SMILE Database

• Developed by Seneca ITT department for SMILE in
  2007
• Students input their own data
• Automatic matching based on protégés criteria
  (manual override)
• Email alerts sent out to mentors and protégés
• GPA and other student data readily accessible
• Statistics easily generated

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SMILE Mentoring Program Activities Marketing

• SMILE website launched May 2006
• www.senecac.on.ca/smile
• SMILE Promotional items
• Giveaways include coffee mugs, pens etc
• Quarterly Newsletter
• Articles in student newsletter and articles in
  external publications
• Information posted on Blackboard and Facebook
• Seneca College Orientation Open House
• Networking
• International Mentoring Association
• Toronto Mentoring Community of Practice (MCOP)
• Conferences, seminars and workshops
• International Mentoring Month Participation

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SMILE Mentoring Program Activities Marketing
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SMILE Mentoring Program Activities Lead Mentor
Program

• After one semester, mentors are eligible to
  become Lead Mentors - which are paid Work-Study
  positions within the College (Leads are usually
  identified in mentor training)
• Lead Mentors
• provide SMILE staff with support at SMILE events
• use their strengths to provide assistance in
  various aspects of the SMILE program e.g. graphic
  design, administrative tasks
• conduct classroom visits with staff for program
  recruitment
• have enhanced resume and employability skills
• build leadership skills
• are a vital part of the SMILE team
• are often called on by the college to be Seneca
  ambassadors as they have excellent presentation
  and leadership skills

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Lead Mentor Testimonials

• I feel that joining SMILE has done more for me
  in building my confidence than any other
  experience I have had in my life.
• Jeff
• Nothing can quite match the self-satisfaction I
  get from sharing my own experiences with others.
  Being a Lead Mentor has been the greatest way to
  build new skills too.
• Jovie

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SMILE Mentoring Program Activities Recognition
Ceremony

• Graduation Ceremony held annually for all
  students who became mentors in the previous year
• Attended by President of Seneca, Vice President
  of Student Success and Director of Counselling,
  other VIPs, as well as family and friends of
  students
• Students receive certificate signed by Dean and
  SMILE Coordinator
• Speeches by VP, Coordinator and Valedictorian or
  Alumnus mentor
• Refreshments, mingling and photo opportunities!

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SMILE Mentoring Program Activities FACEBOOK

• Launched in November 2007 at S_at_Y as a trial
• Will be available to all mentors and protégés
  from March 2008
• Will allow mentors and protégés to connect across
  campuses
• Will include a discussion board
• Event postings and pictures
• Use the technology the students are using
• SMILE Program Assistant and Lead Mentor are
  administrators who will also monitor for
  offensive content and pictures

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SMILE Mentoring Program Activities Mentoring
Month

• January is National Mentoring Month
• SMILE celebrates this event with a variety of
  events at two campuses
• Events include a Volunteer Information Fair
• Random Act of Kindness Day with free hot
  chocolate, raffle at SMILE table
• Fundraising Activities
• This year SMILE partnered with SickKids Hospital
  and all monies raised were donated to the
  SickKids Foundation

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SMILE Mentoring Program Activities Volunteer
Fair Testimonial

• Our time spent at the Seneca College Campus
  showed us how community minded much of our youth
  are.  The news is filled with negative stories on
  youth, not enough time is devoted to the vast
  majority who, like yourselves, express concern
  and a desire to help their fellow kind.  Thank
  you.
• Lion Paul Baker, Vice District Governor,
  District A711 Lions International

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SMILE Mentoring Program Activities Campus
Events

• Twice a semester Lunch N Learn sessions
• Networking breakfasts
• Sundae Mondays
• Include talks on topics such as
• Emotional Intelligence
• Exam Stress Management
• Health and Nutrition
• Tax Tips
• Personal Growth and Development
• Travel deals for students
• Student focused events are designed to address
  student issues, provide opportunities to meet
  fellow mentors and protégés and to have fun,
  allowing students to build a supportive network

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SMILE Mentoring Program Activities Mentor Club

• Additional opportunities for mentors to develop
  leadership and employability skills
• Club is part of the Seneca Student Federation and
  organizes events for the student body as a whole
• The Mentor Club from Seneca _at_ York won the Award
  for Best Club in 2005

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SMILE Mentoring Program Activities Leadership
Award

• The SMILE Mentoring Program sponsors an annual
  financial award
• Granted to a mentor for their demonstrated
  leadership and contribution to student life
• Award is presented at the Student Services
  Leadership Award Banquet

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SMILE Mentoring Program Activities Liberal Arts
Credit

• After completing mentor training, mentors are
  eligible to undertake SOC105
• The course is 12 weeks in length and is an online
  format
• Gives the students a Liberal Arts Credit towards
  their College diploma

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Liberal Arts Course Components
Critical and creative thinking
Discussion Forums
Emotional Intelligence
Being an effective mentor
Cultural diversity
Time Management
Mentoring
Conflict Management
Problem solving and goal setting
Leadership
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SMILE Mentoring Program Challenges

• There is student turnover every semester as new
  students start programs and other students
  graduate
• This leads to recruitment drives (for mentors and
  protégés) and mentor training every semester
• New lead mentors have to be selected and trained
  at each campus as established ones graduate

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SMILE Mentoring Program Challenges

• Running a uniform program on three campuses with
  limited staff available
• The database needs to be constantly updated and
  students GPAs checked. Students need to be
  emailed concerning their status in SMILE
• SMILE is unable to expand program to all campuses
  with current staff complement

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SMILE Mentoring Program Staffing

• Full Time
• Coordinator
• 1 Faculty
• 2 fulltime Support Staff
• Part Time
• 1 Part time Support Staff (24 hours)
• 5 Lead Mentors per campus

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Diversity
What makes Senecas community diverse?
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Diversity Then Non-Traditional Student

• Mature students
• Younger students
• Working students
• International students
• Students from different cultures
• First generation students
• Newly immigrated students
• Disabled students
• Gay and lesbian students

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Diversity
What makes YOUR community diverse?
Adapted from POWER Learning
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Diversity Culture

• Culture is a groups shared collective meaning
  system through which the groups collective
  values, attitudes, beliefs, customs, and thoughts
  are understood.
• Barnett and Lee (2001)

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Sociocultural Factors

• Acculturative stress
• (J. W. Berry, in Beebe, Beebe, and Ivy)
• Negative consequences that result from contact
  between two distinctive cultural groups

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Culture Shock

• Occurs when you encounter a culture with little
  in common with your own
• Can experience sense of confusion, anxiety,
  stress and loss
• Need to learn the values and message systems that
  characterize the new culture
• (Beebe, Beebe and Ivy)

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Adapting To Cultural Change (J. W. Berry)

• Assimilation
• Individuals relinquish their cultural identity
  and move into the larger society. Children and
  teens often fit this pattern.
• They prefer to speak English, eat Canadian foods
  and be with Canadian friends
• Their desire to assimilate causes them moderate
  stress (often with family)

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Adapting to Cultural Change

• Separation
• Self-imposed withdrawal from the larger culture.
• Newcomers avoid contact with the new culture,
  learn minimal English and interact nominally with
  Canadians
• New immigrants and International students may
  remain separate to a large extent
• Their level of acculturative stress is high

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Adapting to Cultural Change

• Marginalization
• Newcomers lose or reject their old culture but
  are not able to replace it by entering the new
  dominant culture
• They are caught between the old and the new, have
  not established friendships and do not feel
  accepted by the new culture
• They are dysfunctional in both cultures
• Marginalization is the most stressful of all the
  modes of adaptation
• Post secondary faculty and counsellors need to be
  aware of and sensitive to marginalized students,
  as do our mentors

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Adapting to Cultural Change

• Integration
• Newcomers maintain their old cultural identity
  while at the same time participating in the
  larger dominant culture.
• They learn English, work and socialize with
  Canadians but keep language and social ties with
  their cultural community
• Their level of acculturative stress is low

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Forging a Connection

• When students are grappling with their own group
  identity, they may display distancing behaviour
• These students may be more challenging to forge a
  connection with
• Mentors need patience and persistence to show
  that they care about the protégé/s

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Forging a Connection

• Mentors should not make assumptions about the
  student based on what they think they know about
  the group they belong to
• A persons social identity is complex
• Their life experiences are complex too
• Keep impressions of others complex
• Try to find a meeting point with the protégé

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Developing Cultural Competence

• Dont ignore peoples backgrounds
• Dont make assumptions about who people are and
  about their experiences
• Accept differences and respect individuality
  within a certain group
• Study other cultures customs its okay to ask
  questions
• Look for opportunities to learn seek out
  students who are different from you

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Exploring Stereotypes and Prejudices

• We all have them
• Important to acknowledge them and explore where
  they have come from
• There are positive and negative stereotypes

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Stereotype to Discrimination

• Stereotype
• Beliefs and expectations about members of a
  group that are held because of their membership
  in that group.

Prejudice Evaluations or judgments of members
of a group that are based on group membership
rather than on individual characteristics.
Adapted from POWER Learning, 3rd Edition
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Stereotype to Discrimination

• Discrimination
• Negative behaviours directed towards members of
  a group
• Ethnocentricism
• Assuming that people from other cultures really
  want to be like us
• Pride in ones own culture which brings with it
  feelings of superiority while belittling people
  from other groups

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Exploring Stereotypes and Prejudices
Write down the first word that comes to mind when
you see or hear each of the following
Black
Female
Asian
Unemployed
Muslim
Disabled
Jew
Aboriginal
Gay
Blond
Senior Citizen
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Program Evaluation

• In 2006 SMILE undertook extensive program
  evaluation using monkey surveys for protégés and
  mentors
• Also conducted focus groups
• Similar program evaluation will be conducted in
  2008

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Program Evaluation SMILE Survey (2006)

• 95.7 of Mentors believed that their involvement
  in the SMILE program increased their
  employability skills
• 90.3 saw themselves being involved in an
  informal or formal mentoring relationship in the
  workplace
• 97.8 would encourage other students to become a
  mentor and be involved with the SMILE program

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Program Evaluation SMILE Survey (2006)

• 70.3 of protégés believed their involvement in
  the SMILE program contributed to their overall
  success at Seneca
• 90 would recommend the SMILE program to other
  1st year students
• 86.7 reported that they would like to be a SMILE
  mentor in the future

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Program Evaluation Retention rates for SMILE
protégés

• Between the Fall 2004 Winter 2005 Semesters
• The average retention rate for SMILE protégés
  moving from 1st to 2nd semester was 94.83
• Vs.
• During the 2004-5 Academic year
• the average retention rate for Seneca College as
  a whole from 1st to 2nd year was 67.9
• Between the Fall 2005 Winter 2006 Semesters
• The average retention rate for SMILE protégés
  moving from 1st to 2nd semester was 94.29
• Vs.
• During the 2005-6 Academic year
• The average retention rate for Seneca College as
  a whole from 1st to 2nd year was 66.4

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Program Evaluation Average GPA of Mentors upon
Graduation

• The average GPA of SMILE mentors who have
  graduated from Seneca was 3.43 (2006)
• Mentoring often encourages students to work
  harder and to become positive role models
• Research has shown that becoming a mentor often
  motivates students and renews their interest in
  their college program

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Benefits of Participation Mentors

• Our trained mentors will gain knowledge and
  skills in
• 1. Effective Communication
• 2. Social Interaction
• 3. Problem Solving
• 4. Team Building
• 5. Self Awareness
• 6. Learning Styles
• 7. Boundaries
• 8. Diversity
• Develop strong leadership skills
• Increase employability skills/resume building
• Become involved in the Seneca College community
• Receive a Certificate of Achievement and a
  transcript notation
• Attend mentor graduation ceremony with President
  of Seneca

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Benefits of Participation Protégés

• Assistance in a smooth transition to College thus
  promoting a positive college experience
• Connection to college resources, which are needed
  for a student to succeed and stay in school
• Learning Centre Tutoring
• Counselling
• Student Services
• Academic Advisement
• College policies and procedures
• Gain a dedicated confidante to discuss issues
  that might be interfering with school
• Gain a sense of belonging within the College
  community
• Potential increase in GPA
• Enhance communication skills and self confidence
• Meet new people and network with other students

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Benefits of Participation Longterm

• SMILE focuses on much more than student retention
  as it fosters the development of transferable
  skills in our students that will significantly
  impact their success in the workplace
• By participating in the SMILE program, students
  gain skills that employers are seeking, which may
  not have been fully developed through academic
  studies alone

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Benefits of Participation The Word From
Employers

• Seneca Co-op Co-ordinators recently indicated
  that employers often report a need for skills
  such as oral and written communication, team work
  and problem-solving, which are required for
  todays workplace. Our graduates would benefit
  from further development in these areas.
• SMILE offers students the opportunity to develop
  these skills

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Benefits to the College

• Increased student engagement within the College
  has been shown to have a positive effect on
  retention of first year students
• A review of the literature has shown that
  mentoring programs have proven to have a positive
  impact on students, encouraging them to complete
  their programs to graduation

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Literature Review

• A review of mentoring program research models has
  revealed that successful mentoring programs have
  several things in common
• Administrative buy-in
• Effective mission statement and statement of
  purpose
• Specific selection and job descriptions of
  mentors
• Advanced support and evaluation
• Mandel (1998)

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Literature Review

• Most of the research measuring the effects of
  mentoring has focused on first year students
• The rationale is
• 1. the first year shapes subsequent persistence
• 2. the largest proportion of institutional
  dropout occurs in the first year (Hicks 2005)

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Literature Review

• The value of student mentoring programs has been
  supported by a number of studies (BBBSA, 2007
  Carter 2000 Fowler Muckert, 2004 Webb, 1999
• Some of these studies determined the impact of
  mentoring on academic performance while others
  studied the relation of mentoring to persistence
  in the students core program

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Literature Review

• Most prominent theorist on student retention is
  Victor Tinto, whose Interactionalist Theory was
  first published in 1975
• It has been widely tested and accepted by the
  educational community (NVCC, 2001 Chaves 2006
• Tinto believed that a students tendency to stay
  in college was related to the degree to which the
  student felt integrated into the social and
  academic life of the college. (Summers, 2003)

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Literature Review

• Improvements in the quality of student life and
  learning, not retention, should be the goal of
  all retention strategies.
• Tinto - in Student Retention Task Force,
  Nipisseng University, March 2006

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Literature Review

• The theory of academic and social integration
  received extensive study throughout the 1990s
• Most theories focused on three dominant
  contributing factors
• student financial assistance
• career clarification
• peer support
• Studies have found that retention is highly
  correlated with students relationships with
  their peers. Astin, A.W. (1977)

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Literature Review

• Studies have shown that students who are
  immigrants, adult learners and first generation
  College attendees, members of minority groups and
  disabled individuals have pre-existing issues
  that impact their ability to be persistent at
  college
• Oesterreich, H. 1999
• Brawer, F. 1996
• Wilkie, T 1999)
• Mentoring could have a positive impact on such
  students (Conrad, J. 1993)

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Literature Review

• Research also shows that mentoring programs are
  especially useful for students who have already
  experienced challenges that influence their
  ability to attend College, and for marginalized
  students who may have added obstacles that
  increase their likelihood of dropping out of
  school
• Szeleny,K (2001), Wilkie, T. (1999)

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SMILE Research

• HRSDC research project in 2006 in School of
  Accounting and Finance with at risk students
• Foundations for Success project funded by
  Millennium Scholarship Foundation and Ontario
  Government 2007 - 2009
• SMILE research conducted by Market Probe Canada
  starting in Fall 2008

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SMILE Research HRSDC Project

• The School of Accounting and FinanceEnhancing
  Student Success in Post Secondary Education
• This was a three year HRSDC funded pilot research
  project completed in 2006
• The aim of the project was to document the impact
  of 4 intervention strategies on the retention and
  success outcomes of students who had been
  identified as being "at risk".
• SMILE Mentoring was a partner in this project
• 96 of participants reported that they benefited
  from peer mentoring

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SMILE Research Foundations for Success Research
Project

• Seneca is leading first of its kind, nine
  million dollar research project to study whether
  a combination of mentoring, tutoring, career
  support, college integration and financial aid
  will increase the success rate of at-risk
  students at Newnham campus
• Seneca is partnering with Mohawk and
  Confederation Colleges and helped these colleges
  establish their mentoring programs during Summer
  2007

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SMILE Research Market Probe Canada, 2008-2009

• Primary objective of study is to determine the
  efficacy of the SMILE Mentoring Program in
  increasing retention rates among first year,
  full-time students
• Other objectives are to understand if program
• Increases student self-confidence
• Increases engagement in college activities
• Increases student academic performance

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References

• Astin, A.W. (1977). What matters most in college
  Four critical years. San Francisco Jossey-Bass.
• Barnett, G. A., Lee, M. (2002). Issues in
  intercultural communication. In W. B. Gudykunst
  B. Mody (Eds.), Handbook of International and
  Intercultural Communication (pp. 275-290).
  Thousand Oaks, CA Sage.
• BBBSA (2007), School-based Mentoring, Big
  Brother, Big Sister, lthttp//www.bbbs.org/site/c.d
  iJKKYPLJvH/b.3054251/k.4539/Nationwide_SchoolBased
  _Mentoring_Study_Issued.htmgt
• Beebe, S. A., Beebe, S. J., Ivy, D. K., Watson,
  S.  (2004). Communication Principles for a
  lifetime (Canadian Edition), Needham Heights,
  Massachusetts, Allyn Bacon.
• Berry, J. W. (1974). Acculturative Stress The
  Role of Ecology, Culture and Differentiation
  Berry and Annis Journal of Cross-Cultural
  Psychology. 5 382-406.

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References

• Brawer, F. B. (1996). Retention-attrition in the
  nineties. ERIC Digest, No. ED393510.
• Carr, Rey. (1999). The Status of Mentoring in
  Canada, cited from SPCP, 2001.
• Chaves, Christopher (2006), Involvement,
  Development, and Retention, Theoretical
  Foundations and Potential Extensions for Adult
  Community College Students, Community College
  Review, Vol. 34, No.2, October 2006, 139-152,
  2006 Sage Publications
• Conrad, J. (1993, January). Educating part-time
  learners. ERIC Digest, No. ED360946.
• Feldman, R. S. Power learning Strategies for
  success in college and life. McGraw-Hill Ryerson
  Ltd.
• Guan, T. S. (2003). Empowering relationships.
  GCM, 147.
• Harvard School of Public Health Center for health
  Communication The Harvard Mentoring Project.
  Retrieved from http//www.hsph.harvard.edu/chc/men
  toring.html.

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References

• Hicks. T.(2005). Assessing the Academic,
  Personal, and Social Experience of Pre-college
  Students, Journal of College Admission, Vol. 186,
  pp19-24, Eric EJ682486
• Levitz, R.S., Noel, L., Richter, B.J. (1999),
  Strategic Moves for Retention Success, In
  Promising Practices in Recruitment, Remediation,
  and Retention (G.H. Gaither, Ed), New Directors
  for Higher Education, 108, pp. 31-50
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Thank You
margie.bader_at_senecac.on.ca sheryl.minnett_at_senecac.
on.ca www.senecac.on.ca/smile