NHD mentoring

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Presentation on the MN History Day mentoring program

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NHD mentoring

  1. 1. National History Day in Minnesota Mentoring Program
  2. 2. <ul><li>University of Minnesota </li></ul><ul><li>Department of History </li></ul>Minnesota Historical Society
  3. 3. For 22 years the Minnesota History Day program has been…
  4. 4. … a growing success story…
  5. 5. 1989 Chair History Day TA Event Helper <ul><li>Budget: $17,500 </li></ul><ul><li>Participants: 8 schools, 300 students </li></ul>MHS Head of Education
  6. 6. <ul><li>Budget: $300,000 </li></ul>2004
  7. 7. <ul><li>Budget: $425,000 </li></ul>2008
  8. 8. Mentoring Program History <ul><li>Initiated… </li></ul><ul><ul><li>By a grant from the Cargill Foundation (2003-2004) </li></ul></ul><ul><li>Sustained… </li></ul><ul><ul><li>By support from CLA and the History Department (2005-2009) </li></ul></ul><ul><li>Expanded… </li></ul><ul><ul><li>By funding from President Bruininks and other donors solicited by CLA (2005-2010) </li></ul></ul>
  9. 9. Mentor Course
  10. 10. UMTC Mentors are required to: <ul><li>Commit to 100 hours of service (school, class, events) </li></ul><ul><li>Attend class and library training sessions </li></ul><ul><li>Write a reflective essay </li></ul><ul><li>Prepare a final group presentation about their school experience </li></ul>
  11. 11. How Do Mentors Find the Students to Work With?
  12. 12. The “Self-Selection” Process Start by going into the school and presenting to all of the History Day students
  13. 13. Certain students are more interested in the project and seek help from the mentors
  14. 14. After each competition there are fewer students working on projects and personalized attention increases
  15. 15. Annual Mentor Bowl-a-thon
  16. 16. Mentor Program begins to shift the basic operating mission of MN HD and opens up new evaluation opportunities
  17. 17. Key Goals of the History Day Mentoring Program
  18. 18. Key Goals of the History Day Mentoring Program <ul><li>Support teachers in the classroom </li></ul>
  19. 19. Key Goals of the History Day Mentoring Program <ul><li>Support teachers in the classroom </li></ul><ul><li>Teach students translatable skills </li></ul>
  20. 20. Key Goals of the History Day Mentoring Program <ul><li>Support teachers in the classroom </li></ul><ul><li>Teach students translatable skills </li></ul><ul><li>Provide equitable access to educational resources for inner-city and rural students </li></ul>
  21. 21. Key Goals of the History Day Mentoring Program <ul><li>Support teachers in the classroom </li></ul><ul><li>Teach students translatable skills </li></ul><ul><li>Provide equitable access to educational resources for inner-city and rural students </li></ul><ul><li>Prepare pathways to higher education </li></ul>
  22. 22. Key Goals of the History Day Mentoring Program <ul><li>Support teachers in the classroom </li></ul><ul><li>Teach students translatable skills </li></ul><ul><li>Provide equitable access to educational resources for inner-city and rural students </li></ul><ul><li>Prepare pathways to higher education </li></ul><ul><li>Make a difference in the lives of youth </li></ul>
  23. 23. Creating Pathways to Academic Success <ul><li>Provide individual attention to those who need extra help (emerging learners) </li></ul><ul><li>Serve as informal advisors about college life and the skills needed for higher education </li></ul><ul><li>Connect students with U of M campus </li></ul>
  24. 24. Direct Role of Mentors in Assisting with History Day Projects <ul><li>Help students with topic selection </li></ul>
  25. 25. Direct Role of Mentors in Assisting with History Day Projects <ul><li>Help students with topic selection </li></ul><ul><li>Develop thesis statements </li></ul>
  26. 26. Direct Role of Mentors in Assisting with History Day Projects <ul><li>Help students with topic selection </li></ul><ul><li>Develop thesis statements </li></ul><ul><li>Expand access to research resources at the U of M </li></ul>
  27. 27. Direct Role of Mentors in Assisting with History Day Projects <ul><li>Help students with topic selection </li></ul><ul><li>Develop thesis statements </li></ul><ul><li>Expand access to research resources at the U of M </li></ul><ul><li>Provide advice and support for project creation </li></ul>
  28. 28. How Mentors Provide Support to Classroom Teachers
  29. 29. How Mentors Provide Support to Classroom Teachers <ul><li>Mentors work both in class and after school </li></ul>
  30. 30. How Mentors Provide Support to Classroom Teachers <ul><li>Mentors work both in class and after school </li></ul><ul><li>Mentors can give students a full class hour, or more, of individualized attention </li></ul>
  31. 31. How Mentors Provide Support to Classroom Teachers <ul><li>Mentors work both in class and after school </li></ul><ul><li>Mentors can give students a full class hour, or more, of individualized attention </li></ul><ul><li>Mentors help students reach deadlines by revising drafts and checking up on work </li></ul>
  32. 32. A Transformative Resource “ The experience of researching with a college mentor at Wilson Library was the most valuable experience for students.” Jan Weaver Washburn High School
  33. 35. Campus visits allow students to: <ul><li>Find unique primary and secondary sources </li></ul><ul><li>Experience campus beyond the usual tour </li></ul><ul><li>Increase their confidence about making a return visit </li></ul><ul><li>Learn that campus squirrels are crazy and should be avoided </li></ul>
  34. 36. Mentors help staff other library outreach programs
  35. 38. Mentor “Power Conference”
  36. 39. Reference Help
  37. 40. Presentation Workshops
  38. 41. “ Because of the research skills I learned from History Day, I was able to do well during my first year at the U, compared to other students (freshmen) who did not get the chance to do it. I knew how to use academic websites and citations. Long-Term Impact
  39. 42. Also, knowing some places at the U even before I became a student there was important. Wilson became my favorite place when I first came to the U because I used it as a high school student , and it still remains my favorite place.” Ibrahim Hirsi Long-Term Impact
  40. 43. “ Without the mentors, we would have been messed up.”
  41. 44. Why does this work? <ul><li>Rigor </li></ul><ul><li>Relevance </li></ul><ul><li>Personal </li></ul><ul><li>Relationships </li></ul>
  42. 45. Evaluations show that our key academic indicators go up if students work with a mentor
  43. 50. How much does this cost? Mentor Stipend: $1,250 for a semester Mentor Expenses: $250 Graduate Assistant: $500 MHS Administration: $500 TOTAL: $2,500
  44. 51. Results <ul><li>Mentors have a direct impact on student achievement </li></ul><ul><li>Increased access for U of M Admissions Office </li></ul><ul><li>Creates a model for multi-campus community outreach </li></ul>
  45. 53. <ul><li>The Minnesota History Day program has regional partnerships with: </li></ul><ul><li>Six State Universities </li></ul><ul><li>Three Private Colleges </li></ul><ul><li>Three U of M Campuses </li></ul>Statewide Outreach
  46. 54. The Bottom Line The History Day mentoring program provides students throughout Minnesota with a structure that has high academic expectations and support services to improve student achievement.
  47. 55. Think big but start small
  48. 56. Think big but start small The results could be monumental!

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