Academic Mentor Program Report

2017-18

Prepared by Stephanie Bernier, July 2018

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SUMMARY:

The Academic Mentor program is the core service provided by the Center for Academic

Resources (CFAR), whose stated mission is to “holistically support students in their quest

to achieve their best academically, by teaching the skills, strategies, and behaviors that

promote deep learning”.

The program has fulfilled this mission since its inception in 1980 by providing study

skills training to thousands of students through 1:1 meetings with peer mentors who

receive specialized training in the pedagogy of behaviors that promote academic success.

The objectives of the program are stated as:

Students will learn appropriate study strategies

Students will become more confident in their study skills

Students will express satisfaction with outcomes- expectations

Student will earn higher GPAs because of working with academic mentors

Overall, the 2017-18 academic year was a successful one for CFAR and its academic

mentors. The program saw an increase in demand from students and continued to yield

exceptional outcomes for the students served.

EVALUATION PLAN

Measurability of the program’s objectives are achieved through analysis of data gathered

from UNH information systems, an internal relational database, online surveys, and staff

observation. In addition, ongoing formative assessment is attained through weekly

supervision meetings with mentors and director.

Hard data related to numbers served, demographics, and GPA outcomes are analyzed and

reported at the end of each semester. A comprehensive report providing holistic analysis

of quantitative, qualitative, and observational data will be released after the end of each

academic year.

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PRIOR EVALUATION

A comprehensive evaluability assessment of CFAR was performed in 2017, at which

point the program was deemed evaluation- ready. Access to data and staff resources

allocated to evaluation, combined with an increased demand for evaluative data were

revealed as strengths that should be exploited in the coming years. This report also

brought to light some areas for development in the program’s implementation:

1. Formalize and evaluate policies, procedures, and practices that will engage

professional staff in their consistent implementation of the program and conduct

regular “mini-audits” to assess fidelity.

2. Fine-tune the process for data collection and analysis by fully leveraging the

reporting capabilities of technology available to the program.

3. Examine the balance of time and effort resources dedicated to SSS to ensure that

adequate time and energy is invested in CFAR programming.

In addition, the 2017 report included a SWOT analysis that revealed the threat of reduced

funding and uncertainty about the program’s future, threats that were mitigated by an

effective reorganization that was realized in the spring of 2018.

“The ability to provide evidence of the program’s efficacy is vital to

ensuring CFAR’s future in a campus environment that is adjusting to the

ever-present threat of competition in the higher education market.”

~Keller Magenau, former CFAR Director

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OUTCOMES 2017-18

OPERATIONS OVERVIEW:

In 2017-18, CFAR employed 16 academic mentors who worked an average of 6 hours

per week. Supervision and training sessions were mandatory and consisted of weekly

large group training and small group supervision

meetings. During supervision, mentors bring

specific concerns forward about work with

individual students. Large group trainings focus

on continual skills improvement. Topics include

study skills development, interpersonal

communication skills, disability awareness and

academic impact.

Total student payroll cost for the program was $10,046. As a cost saving measure, mentor

payroll cost was divided between university and TRIO grant funding, depending upon the

eligibility of the student served. While this saved nearly $3,400 in university funds, it

added a complexity to the payroll approval process, resulting in an inordinate amount of

time spent managing and auditing grant expenditures. Additional funds devoted to

student labor in FY19 will allow for full university funding of the program, alleviating

the cumbersome process.

Professional staff include four, 50% time, educational counselors (ECs) including the

director, who share 16 hours of drop-in coverage each week. In 2017-18, they met with

approximately 322 students seeking academic support through drop-in hours. In addition,

ECs meet individually with students whose needs are beyond those that can be met

through peer mentoring. In 2017-18, CFAR enjoyed the luxury of an adjunct educational

counselor who provided four hours of drop-in coverage per week and maintained a

caseload of TRIO SSS students. The additional staff resources were made available with

surplus payroll dollars that were left by the resignation of former CFAR/TRIO director,

Keller Magenau. Associate Director and Academic Mentor program coordinator, Dani

Cost:

$48.76 per

student served

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Adler assumed the role of interim director of CFAR/TRIO during the period of October

2017-January 2018, during which she oversaw a successful search for the new Executive

Director of Academic Success. The newly formed division of Academic Success is the

result of a hierarchical restructuring that left seven like-minded programs under the

supervision of the new Executive Director, Dr. Dawna Perez.

The reorganization included some staff reclassifications and redistribution of

responsibilities. Notably, Dani Adler was reclassified to Director of CFAR, Megan

Brabec and Paula DiNardo will now devote 50% time to CFAR activities, and additional

resources were devoted to the TRIO SSS leadership structure. As a result, CFAR is in a

good position to grow and strengthen its impact on student success at UNH.

An organizational chart and program logic model are included in the Appendix.

NUMBERS AND DEMOGRAPHICS

Academic mentors were assigned to 206 students in the 2017-18 academic year, nearly

a 25% increase from the previous year. As the chart 1.1 illustrates, the number of students

served has recovered from the impact of CFAR’s move to Smith Hall in 2011.

Correspondingly, drop-in traffic at CFAR increased substantially, along with a 45%

increase in faculty referrals. 63% of students seen during drop-in hours chose to meet

weekly with a peer mentor, others may feel satisfied with information received during the

drop-in meeting, and in some instances, ECs will choose to continue working with a

student individually.

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The majority (62%) of 2017-

18 mentees were first year

students who accessed the

program through CFAR drop-

in hours. All indicated their

reason for coming to CFAR

was to seek help with study

skills. However, it is worth

noting that nearly half of these

students also mentioned they

wanted course-specific support.

Only 17 students received course

content tutoring from the TRIO

SSS program in addition to peer

mentoring.

Students assigned to academic mentors had an average GPA of 2.84 (median= 2.91,

mode=4.0). Only 19% of students seeking academic support were not in good academic

standing (GPA < 2.0) at the time of their assignment. This information contradicts the

widespread impression that CFAR services are only for students with poor academic

performance.

There is, however a complexity to the issues that students are facing. CFAR Director,

Dani Adler describes some of the challenges that students bring to drop-in hours and

subsequent mentor meetings: “Each year, there is an increase in the number of students

accessing higher education who bring with them complex issues. Students are coping

with significant family issues, personal stressors, and medical, psychiatric, and cognitive

disabilities. These issues are compounded by the skill set needed to be a successful

student in today’s academic environment.” This outlook is supported by survey responses

Chart 1.1

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from students. A qualitative analysis of survey responses reveal themes around stress,

anxiety, or feelings of being overwhelmed were common among mentees.

As chart 1.2 shows, there are significant numbers of students seeking CFAR

support with identified risk factors such as documented or self-reported

disabilities, low-income

backgrounds, or first generation

college students.

“Acknowledging students’

strengths is another area I feel

strong in, especially when working

with SAS (students). We talk about

accessibility and inclusivity.”

~CFAR Academic Mentor

OBJECTIVE ONE: Students will learn appropriate study strategies

“I found most helpful how we went over my schedule and assignments for

classes and we assigned certain days and time for studying for each one.

This broke up the studying process into smaller pieces that made it less

overwhelming and more effective.” ~ Mentee

The acquisition of appropriate study skills is assessed through mentee self-reporting and overall

GPA. CFAR employs a variety of tools to capture this data.

Formative assessment is administered three ways: a course information sheet where ECs and

mentors record individual course progress; a Likert-scaled skills assessment that is administered

by the mentor pre and post assignment; and through weekly mentor/director supervision

meetings. Summative assessment is achieved through an anonymous electronic survey and CUM

GPA data derived from the university information system.

Chart 1.2

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For evaluative purposes, study skills are broken down into five main areas: exam preparation,

organization, time management, reading skills, note-taking skills, and use of course resources.

Mentees are asked to

report the specific skills

they worked on with

their mentor, and to

self-report their

progress. Data from the

survey reveals that

exam preparation and

time management were

commonly covered in

mentoring sessions;

while reading skills

were less frequently

observed (Appendix B).

Correspondingly, students reported higher percentages of improvement in the skills that were

most frequently listed as topics covered in mentor meetings (Chart 1.2). Overall, the data reveals

positive outcomes for the first objective.

OBJECTIVE TWO: Students will become more confident in their study skills

“I am glad to gain new study skills from Ali during my mentor meetings. I did not feel confident

about studying going into college, but after going to my CFAR sessions, I feel much more

confident and ready to do well on exams.” ~CFAR Mentee

Undeniably, academic self-efficacy is a

reliable predictor of academic

performance. CFAR peer mentors work

with students to develop confidence in

their own ability by teaching them tools

they will use throughout their academic

career. Self-reported feelings of

68%78% 80%

89% 91%99%

0%

20%

40%

60%

80%

100%

120%

Readingskills

Note-taking Use ofCourse

Resources

Organization Exam Prep TimeManagement

Percentage of students who saw improvement in areas worked in with Academic Mentor

Chart 1.3

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confidence were overwhelmingly positive, according to the online survey (chart 1.2).

OBJECTIVE THREE: Students will express satisfaction with outcomes- expectations

Student satisfaction is quantified through student survey responses to questions about mentor

performance, helpfulness, and the likelihood they would recommend CFAR to a friend (Chart

1.4). In addition, we looked at numbers of student referrals. In 2017-18, student referrals

accounted for nearly 25% of new program participants, second only to web/social media and

closely followed by faculty referrals (26% and 24% respectively).

Formative assessment of mentor performance is

achieved through weekly group supervision

meetings with the director. In addition, mentee

feedback is collected and reviewed during

individual supervision meetings at the end of each

semester.

“I have been working at CFAR for three years and with each semester I feel more

confident in my ability. This is through excellent supervision and support from

CFAR staff. Asking open-ended questions, asking for help, and using a learner’s

stance approach when working with students is crucial. ”~CFAR Academic

Mentor

Performance data is quantified and displayed below, along with supporting narrative collected from open-

ended survey questions.

Chart 1.4

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21

125

Agree Strongly Agree

My academic mentor was prepared for our meetings

126

19

1

0 50 100 150

Strongly Agree

Agree

Disagree

My academic mentor listended to my concerns

“… she listened to me with what

I was having trouble with and

really tried to help me fix those

problems or work to improve

them.”

.

“My mentor always came prepared with

a plan to help me.”

“She showed me online resources such

as dynamic study modules for anatomy,

and also introduced me to new studying

techniques such as placing a sticky note

over parts in anatomy to try and

remember them.”

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OBJECTIVE FOUR: Student will earn higher GPAs because of working with

academic mentors

A statistical analysis of the GPAs of mentored students who had reported GPAs in the term

previous, during, and after the mentoring assignment showed a (Appendix B) significant

improvement (p= <.001). This information corresponds to similar results in the previous year.

125

20

1

0 50 100 150

Strongly Agree

Agree

Neither Agree nor Disagree

My academic mentor responded to my questions

”She was able to answer every one of my

questions and was able to help me with

anything that I came to her for. She was

also able to help me stay on track with my

work and I hope to be able to work with

her again.”

“We also worked through

some practice test and

problems my professors have

available, which I most likely

wouldn't have found or tried

by myself.”

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EMERGING THEMES:

Analysis of the qualitative data derived from the online survey revealed some important

information about what students valued in their

mentor relationship. As expected, mentees

appreciated the help with managing their time,

getting organized and preparing for exams.

Emotional support in the form of feeling

understood, having someone to talk to, and be

accountable to, were just as valuable. Quotes

obtained from students surveyed are included in

Appendix B

CONCLUSION AND RECOMMENDATIONS

The value of CFAR’s Academic Mentor program is evidenced by its longevity and

supported by evaluative data. The program is experiencing increased demand and

generating outstanding results that have a broad impact on the success and subsequent

retention and graduation rates of students at UNH.

2.81

2.91

3.01

PRE DURING POST

CUM GPAs of Mentored Students 2017-18

36

16

26

15

10

0 10 20 30 40

Time Mangement

Organization

Understanding

Exam Preparation

Accountability

What Did Mentees Value?

Chart 1.5

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Lack of space will present a serious challenge for the program in 2018-19. Additional

staff resources, while welcome, now occupy space that was once available for mentor

meetings.

Consistent implementation of the program was identified as a weakness in prior

evaluations. This year’s data confirms that only 2/3 of students who visit CFAR seeking

academic support are subsequently working with a peer mentor. Lack of time in a

student’s schedule, not wanting to commit to a weekly meeting, or simply feeling like

they got what they needed during their initial EC meeting are plausible explanations for

the low conversion rate. Further investigation may reveal barriers that exist for students

or staff that are preventing them from referring or receiving mentor services.

Now in its thirty-eighth year of supporting students at UNH, CFAR’s future looks

promising. A successful restructuring of reporting structures, additional staff resources

and existing intellectual capital combine to provide new opportunities for growth in

2018-19.

INITIATIVES FOR 2018-19

1. COLLABORATION WITH RESIDENTIAL LIFE

Director will present two workshops during RA training in August. CFAR

mentors will be providing time management and study skills workshops in

the halls. The HD newsletters will continue to have CFAR messaging

provided for each edition.

2. EXPANDING SUPPORT

CFAR will PROVIDE weekly time management workshops for students in

the conduct system.

3. INVESTMENT IN THE GUARANTEE

In collaboration with the University Advising Center, 65 COLA

undeclared, Granite Guarantee students will be bundled into three COLA

401 classes. Megan Brabec, CFAR staff and PROVES coordinator, will

supplement the course curriculum for these sections with targeted CFAR

academic support resources with a goal of supporting these students toward

matriculation into their major of choice.

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In addition, CFAR will explore data and targeted outreach to Granite

Guarantee second-year students to provide similar academic support

through peer mentoring.

4. STEM

CFAR will provide targeted academic support to students supported under

the STEAM Ahead grant as they transition to UNH in STEM disciplines

5. INCLUSION

CFAR will collaborate with Student Accessibility Services (SAS),

Psychological, and Counseling Services (PACS) to meet the needs of

students with executive functioning weaknesses through the formation of a

support group for students experiencing ADHD.

6. TECHNOLOGY

CFAR, along with other units in the division of Academic Success, will

pilot the new Student Success Collaborative software deemed “My

Wildcat Success” in the Fall of 2018, furthering the department’s ability to

leverage technology for improved data collection, communication, and

collaboration across campus.