Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperclass Residence Halls
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This Powerpoint was created to outline Nicole Cartier & Tom Durkee's assessment of the academic mentor program within Residence Life at Salem State University.
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Expanding the Help: Assessing the Effectiveness of Academic Mentors in Upperclass Residence Halls
- 1. Expanding the Help:Assessing the Effectiveness of Academic Mentors in Upper-class Residence Halls Assessment Conducted By: Nicole Cartier & Thomas Durkee Salem State University Fall 2015
- 2. background Academically successful upper-class student staff member employed by Residence Life to promote academic learning and success in Residence Halls. Located In… Halls Students Serve As Academic Mentors (3 in Viking Hall.)
- 3. philosophy The AM role had not been previously assessed since its inception. The AM role had not worked directly with students during their junior year before. Our project aimed to increase the accountability of Residence Life and the EMSL division by comparing the role to best practices and theory, as well as by creating learning outcomes for the role. What importance did the AM role play in the lives of upper- class students when it comes to academic success? Is it meeting the needs of these students?
- 4. mission “The mission of the Office of Residence Life at Salem State University is to provide a safe, secure, and comfortable environment that allows students the opportunity to develop within a living-learning community model that is reflective of the overall academic mission of the university. The Office of Residence Life prepares students to think globally through an intentional commitment to creating experiences that combine a diverse perspective with personal development. Throughout their residential experience, students are intentionally connected with partner offices and services on campus that promote life skills development, such as Career Services, Health Services, and Multicultural Affairs. By utilizing campus resources in conjunction with their residential experience, students will gain new skills in career preparation, mental and physical health awareness, and diversity education. It is our goal that these experiences will foster social development that encourages a lifelong commitment to leadership, diversity, and sustainability” (Adopted by Nicole Cartier and Tom Durkee on 9-18-15 from http://www.salemstate.edu/assets/documents/Guide_to_Living_on_Campus.pdf).
- 5. goals • Provide residents with a safe and secure living-learning environment through live in student staff members (i.e. Resident Assistants and Academic Mentors), on-call professional staff members, and 24/7 staffed desks, which require identification confirmation of every individual who enters the building. • Foster global, forward-thinking leaders by creating an engaged, diverse, and inclusive residential community in which students foster their own and one another’s personal and holistic development. • Support the academic mission of the university by promoting holistic student development through social, educational, and leadership experiences. • Maximize efficiency and intentionality through the sustainable use of resources and help students understand the purpose of sustainability and how to apply their knowledge of it in everyday life. • Continuously assess, evaluate, and enhance departmental initiatives. (Adopted by Nicole Cartier and Tom Durkee on 9-18-15 from http://www.salemstate.edu/assets/documents/Guide_to_Living_on_Campus.pdf).
- 6. definition “Academic mentors (AMs) are full-time, undergraduate resident students who have demonstrated strong academic performance and work to assist students with academic skills and performance in Bowditch, Marsh, Peabody, and Viking Halls. Academic Mentors promote a co-curricular environment within the residence halls which supports the residential curriculum model, ensuring a living-learning environment is in place. Academic Mentors also support the academic mission of the university by coordinating academic programming initiatives, encouraging study skills, and promoting the use of academic support services available to students. Academic Mentors work to build positive and productive relationships with campus partners in an effort to promote academic success” (Adopted by Nicole Cartier and Tom Durkee on 10-2-15 from http://www.salemstate.edu/assets/documents/Guide_to_Living_on_Campus.pdf).
- 7. learningoutcomes • Be able to identify and articulate their primary learning styles by the end of their first engagement in either an Academic Mentor’s study group or office hours. • Be able to write three goals for their academic development during the current academic year. • Be able to, by the end of their first engagement in Academic Mentor office hours, discuss two actions they will take in order to achieve their academic goals for the year. • By the end of the Academic Mentors’ first leadership development workshop or training, Academic Mentors will be able to articulate three aspects of their leadership styles which contribute to their success within their position. • By participating in student staff training, as well as leadership ventures and experiences, Academic Mentors will be able to identify and articulate five steps towards successful programming when planning and implementing a program.
- 8. methodology A 20 question, Likert-scale survey was created and distributed through SurveyMonkey.com. It asked questions about Academics, Relationships & Utilization. An 8 question script was designed to lead a focus group with the 3 Academic Mentors in Viking Hall. We hoped to talk with them and collect themes. Our hope was to draw themes from each of our methods and compare them to provide a throughout view of how the Academic Mentors were working with the community.
- 9. sampling The students who were selected to participate live in Viking Hall and were screened through The Housing Director (THD), a housing software. Sophomores & Juniors were eligible to take the survey (with RA’s and AM’s removed.) Students took the survey. Academic Mentors for Focus Group Academic Mentors that completed Focus Group Students that provided optional open-ended responses.
- 10. results(themes) Students felt that they were unaware of who the Academic Mentors in Viking Hall were. It seemed that a personal relationship might help the students connect. Students felt that they had a grasp on their academics and did not feel the need to seek out an Academic Mentor for assistance with academics. Students expressed that the Academic Mentors in Viking Hall were not holding enough events. This could help explain the low connection and utilization.
- 11. analysis(themes) We found research to suggest that students (particularly of the technological age) often struggle with in person interactions; this could explain why they have avoided from interactions with the Academic Mentors. We compared the idea of junior students not needing the Academic Mentors assistance to Baxter-Magolda’s Theory of Self-Authorship. In it, we see that first-year and sophomores are more likely to seek support than upper-class students who are comfortable with the academic expectations in college. We had a low return, so it affected some of the larger themes we wanted to explore. We think this would allow us to expand even more.
- 12. implications With a Low Return rate (5.8%), we feel we were unable to determine just how many students are actually using the Academic Mentors and thus it would be dangerous to use this data to implement change. Data suggests that Academic Mentors are not going to the residents and introducing them to academic supports, holding events, or attending scheduled office hours. Based on CAS’ standards for HRLP’s and Self-Authorship, the Academic Mentors in Viking Hall may prove more effective in a completion/career coach function v. what they are now.
- 13. recommendations Considering this assessment project, another assessment is needed to gain enough data to effect change. We suggest even expanding to Academic Mentors in other buildings to compare developmental need of students. As there is currently a lack of actual learning outcomes for the position, we recommend the Office of Residence Life utilize the learning outcomes we have provided or develop new ones. After conducting another assessment, consider implementing a needs assessment of the Academic Mentor position.
- 14. Thank You | Any Questions?
Editor's Notes
- Intro/Purpose/Outline of Topic Our assessment project involved examining the ways in which Academic Mentors; a student staff role from Residence Life at Salem State; benefitted student learning and success in upper-class residence halls, which they were introduced to in Fall 2015 upon the opening of Viking Hall. Viking Hall houses 330 juniors (and some sophomores) in suite style living. Previously Academic Mentors who work with residential students on academic motivation, recognition and resources only worked in first-year and sophomore buildings. This presentation will expand on our findings.
- How your topic relates to assessment, accountability and effectiveness in higher education and student affairs. Our topic relates to assessment because Residence Life has never formally evaluated the Academic Role, particularly with students, which is recommended by CAS standards for HRLP’s. We hoped to increase the accountability of the Residence Life department within EMSL, to ensure that the role and its expectations were living up to best practices and student development theories that support the recommendations given by CAS for HRLP’s. We feel this project relates to effectiveness of the work we do in higher education, as it aimed to determine how much of an impact this human resource is having upon the students it works with (in Viking Hall.) We wanted to ensure that the role was meeting the needs of the students and if not, offer recommendations to how it could be improved, based on our data.
- Mission Statement You have this on your brief for your review. Key points of revisions: Wanted to ensure that Residence Life was being ‘reflective’ of the academic mission; it may support it, but it is not looking to achieve the exact same learning that takes place in the classroom (it is more life-skills heavy, yet these help the academic success of its students.) We wanted to define that the commitment the office has to these varied experience is intentional, and grounded in best practice and theory. It was important for us to include that living on campus is an experience – it is not simply sleeping and eating. It is a gradual learning experience where students’ development is taken into account and supported from convocation to commencement.
- Goals These are the goals. You have them in your brief. We revised 3 of the 5 – those are in bold. Main ideas are that Residence Life is invested in the safety of students, incorporates student difference into their overall development, and works toward sustainability in all that they do, fiscally, environmentally, and with human resources.
- Definition of Program/Service Being Assessed You have this on your brief. Main ideas were that AM’s promote a co-curricular environment. AM’s also factor into the new Residential Curriculum. Expanding on what they actually do in the halls and their place within the academic support network.
- Learning Outcomes We created 5 Learning Outcomes (3 for students who have worked with AM’s; 2 for the AM’s themselves.) Primary focus of the first 3 are to be able to identify their learning style, create goals, and plan a path for success. Our rationale for these learning outcomes was Self-Authorship theory (Baxter-Magolda), which helps us to understand how students are still developing their idea of who they are and how they learn and interact with the world. Primary focus of the 2 for Academic Mentors
- Methodology Survey: A 20 question, Likert-scale survey was created and distributed through SurveyMonkey.com. It asked questions about Academics, Relationships & Utilization. Focus Group: An 8 question script was designed to lead a focus group with the 3 Academic Mentors in Viking Hall. We hoped to talk with them and collect themes. Bringing It Together: Our hope was to draw themes from each of our methods and compare them to provide a throughout view of how the Academic Mentors were working with the community.
- Sampling We sent the survey to 330 students in Viking Hall pulled from THD. Ras and Ams were removed in order to reduce bias. 19/330 completed survey. 11 of those people provided optional response data. 3 Ams were able to participate in the focus group from Viking Hall. None were able to before the assessment ended.
- Social Self-Authorship