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1. US2020 Mentor Orientation Module 2
What is a Mentor?
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2. 2.1
Mentoring opportunities can be individual or in a group, but mentors must spend
a minimum of 10-20 hours per year with students.
A mentor for US2020 is anyone who commits their time to support experiential
STEM programs with underrepresented youth.
Mentors can be coaches, general volunteers, or just a second set of hands within
a classroom.
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What is a mentor?

3. 2.2
Mentoring opportunities can be individual or in a group, but mentors must spend
a minimum of 10-20 hours per year with students.
A mentor for US2020 is anyone who commits their time to support experiential
STEM programs with underrepresented youth.
Mentors can be coaches, general volunteers, or just a second set of hands within
a classroom.
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What does mentoring mean?

4. 2.3 Building Relationships
The mentor/mentee relationship, as patterned after
the APA’s guidelines for other paraprofessionals and
volunteers, should:
Promote justice and equity for all
youth
Include trustworthy, responsible
adults who respect the rights
and dignity of the young people,
and act with integrity
Promote the welfare and safety of
the participating young people
Positive Relationships

5. 2.3 Building Relationships
Mentors fill a niche between
professional and family and a
mentorship may involve multiple roles:
Role Model
Educator
Build students up
by being present,
on time, and
reliable!
Friend
Students benefit from SUSTAINED
MENTORSHIP. That’s why we
require a minimum commitment of
10-20 hours in a year.

6. 2.3
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Relationships
The point of US2020 is to inspire students to grow up to be just like you.
Mentors should be mindful of how important their input is to their protégés.
Interactions should be positive and non-judgmental.
Mentors should seek to understand and respect the decisions and lifestyle of
a young person and his or her family, not change them.
Exceptions: abuse, neglect, etc.

7. 2.4
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Developmental Relationships
A thriving mindset can be summarized as the orientation not just to get by in life,
but to flourish – not just to survive, but to thrive.
A developmental relationship is a close connection between a young person and
an adult or between a young person and a peer that powerfully and positively
shape the young person’s identity and helps the young person develop a thriving
mindset.
A thriving mindset is a multi-dimensional construct and the subject of ongoing
Search Institute research.
What are developmental relationships and why do they matter?
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When a thriving mindset shapes a young person’s decisions and actions, he or she is
more likely to work hard both inside and outside of school, and to develop a range
of social and emotional skills that are essential for success in some type of college,
work, and civic life.
(The Search Institute, 2014)

8. The Developmental Relationships Framework builds on Search Institutes’
foundational research on Developmental Assets as well as a year of focused
quantitative and qualitative analyses and reviews of research on the importance,
quality, and nature of relationships that make a positive difference in young
people’s lives. (The Search Institute, 2014)
Where does the Developmental Relationships Framework come from?
2.4 Developmental Relationships

9. 2.4
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Developmental Relationships
Developmental relationships matter within and across the life course, cultures,
and contexts. There are likely similarities and differences in how these
relationships are expressed and nurtured at individual, family, community, and
cultural levels.
Interaction in developmental relationships is bidirectional, with each person
contributing to and benefitting from the relationship.
A thriving mindset is a multi-dimensional construct and the subject of ongoing
Search Institute research.
How do developmental relationships work? The SEARCH Institute
hypothesizes:
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Developmental relationships contribute to a number of critical outcomes, including
educational performance, behavioral choices, and perseverance in the face of
difficulties and distractions. (The Search Institute, 2014)
(The Search Institute, 2014)

10. 2.4 Developmental Relationships

11. 2.5 What makes STEM learning meaningful?
Your goal is to provide a positive STEM role model
and support youth outcomes for STEM programs,
including:
Increased awareness and
interest in STEM education and
career pathways.
Increased STEM skills,
understanding, knowledge, and
competence; and
Increased interest and excitement
in STEM learning;
Support the Youth

12. ‡
For Assistance Contact
Info@techpointyouth.org
Maggie Cline
317.371.8728
www.techpointyouth.org
www.us2020.org
CONCLUSION: US2020 Mentor Training Module 2