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The
Citadel
Directed
by: W. Earl Walker
Nominated
by: Wesley M. Jones, W. Earl Walker and A. Bruce Strauch
As
Universities find themselves in a more competitive economy, one
challenge they face is finding opportunities for their graduates.
Recognizing that education extends far beyond the classroom, The
Citadel School of Business Administration (CSBA) has instituted
a mentoring program, designed to bring together Citadel Cadets and
MBA students with local business leaders. The Citadel Mentor Association
is a group of top area executives, retired and active, who are committed
to sharing their experiences with the next generation of business
leaders, our students.
The
list of mentors participating in the program reads like a who’s
who of corporate leadership. They are current and former executives,
ranging from chief financial officer to chairman of the board of
directors, in a wide range of global businesses. These mentors encourage
students to develop career ideas beyond their horizons and enhance
their opportunities for successful careers.
The
creation of the Mentor Association offers the CSBA students one-on-one
guidance in planning and preparing for their careers. Developing
career ideas and enhancing their opportunities, mentors and mentees
are matched based on their areas of interest, and/or their chosen
career paths. Providing these business students with access to individuals
who have demonstrated business leadership and personal growth, promotes
a collaborative exchange of ideas. The Mentor Association is an
opportunity for executives to give back to their communities. Throughout
the process there is the possibility, for both mentors and mentees,
of establishing relationships that may grow and flourish well beyond
graduation into lifetimes.
Liberal
Arts Mentor Program
(www.monroecc.edu/depts/counsel/aaa/LAfacmen.htm)
Monroe Community College
Nominated
by: Chet Rogalski
The
Liberal Arts Mentor Program, a collaborative effort between Student
and Academic Services at Monroe Community College , has evolved
into a dynamic, meaningful opportunity for faculty and students
to develop important on-going connections in and out of the classroom.
Because participating faculty are advising and mentoring students
whom they solicit from their classes, they have the opportunity
to further interact with students from their discipline and to assist
these students in long range career planning, social and intellectual
discussions with other mentors and mentees, as well as semester
class scheduling.
The
Program promotes learning, development, persistence, and retention
of our students. Mentees have an advisor whom they already know
from their course work, have one consistent academic advisor while
attending MCC, and have a mentor who can direct them to other valuable
resources on campus.
The
Program provides programming opportunities for mentors and their
mentees, additional training, newsletters, a database for student
contact information, and guidance and support from its two coordinators,
a professional academic advisor (Student Services) and a faculty
member (Academic Services).
The
Connections Program
Lynchburg College
The
Connections Program at Lynchburg College , a private, comprehensive
college in central Virginia , is a student centered advising and
mentoring program for Freshman comprised of faculty-driven freshman
advising, peer mentoring, pre-scheduling and transition activities
offered throughout orientation and the first semester. Faculty advisors
are paired with upper-class mentors and a group of about fourteen
freshman advisees. The advisor/mentor pairs meet with advisees singly
and in group formats several times before classes begin to establish
a familiar relationship which continues during the semester. Comprehensive
training programs with both informational and relational elements
support faculty advisors and peer mentors by fostering team development
as well as providing necessary skills and information. While no
single part of the program is distinctive, the synergistic connections
between the parts have resulted in increased faculty satisfaction
with advising support services, increased satisfaction with advising
and improved academic performance on the part of freshmen as measured
by average freshman year grade-point average and academic hours
completed, additional leadership opportunities for upper class students,
and efficient management of space and personnel management with
significant savings for the institution.
Academic
Intervention Management (AIM)
Abraham Baldwin Agricultural College
Directed by: Beth Saxon
Nominated by: Bettie Horne
Contact:
Phyllis Bennett
Academic
Intervention Management (AIM) Program was created in response to
the need to provide early academic assistance to students who begin
to experience problems at the College. Targeted primarily at students
who have been placed on Academic Probation, the program attempts
to work with the students and encourage them to develop a plan of
action to solve their own problems, with the assistance of the College
in identifying help within the academic structures.
All
students placed on Academic Probation receive a letter from the
College, explaining the program and inviting the student to an initial
appointment. The primary purpose of the program is to provide a
mentor to the student who works with both the student and the student's
academic advisor to identify problems that are causing a student
to be less than successful. The two will draw up a "contract" which
the student signs, agreeing to follow through and obtain help.
Approximately
fifty faculty, staff, and administrators volunteer to be AIM mentors.
Mentors help students to identify their problems and suggest where
help is available on campus. Further, mentors monitor the student's
adherence to the contract and maintain frequent contact with the
student, providing encouragement and support. The mentor may make
recommendations about the need for tutoring, counseling, career
counseling and other services provided by the College. He or she
may also suggest alterations in the student's workload, class attendance,
attendance at workshops, and the like. Workshops designed to address
specific problems are scheduled throughout the year. The goal is
to help the student create for himself/herself and environment wherein
he/she is directed to assistance and encouraged to persist.
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