Adult and Higher Education Curriculum Portfolio€¦ · Web viewLiteracy Project for Seattle’s Low Income Housing Institute (LIHI) Program Plan. Dr. Sandra Ratcliffe Daffron and

Literacy Project for Seattle’s Low Income Housing Institute (LIHI)Program Plan

Dr. Sandra Ratcliffe Daffron and CCE 576 Students

Christina Van Wingerden

Michelle Melero

Carol Yearout

Diana Frawley

Western Washington University

June 2012

Sponsored by

Western Washington University (WWU), Office of Extended Education (EE)

Directed by

WWU Continuing and College Education (CCE) Master’s Program

Literacy Project for Seattle’s LIHIProgram Plan

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Table of Contents

Background............................................................................................................................4Involvement:....................................................................................................................................4About LIHI:.......................................................................................................................................5WWU role and the role of the Mentors:...........................................................................................6

Needs Assessment...................................................................................................................8Seattle Low Income Housing Institute Program Description..............................................................8Purpose and Need............................................................................................................................8Key Informant Interview..................................................................................................................9Seattle LIHI Literacy Project............................................................................................................10Gap analysis...................................................................................................................................10

Employment Attainment...................................................................................................................10Determining deficit in job seeking skills.............................................................................................11Challenges.........................................................................................................................................11

Mentees.........................................................................................................................................12Mentors.........................................................................................................................................13Mentor Time Commitment.............................................................................................................14Volunteer Program Model..............................................................................................................15Site of Pilot Project.........................................................................................................................16

Program Plan.......................................................................................................................17Project Goal and Program Outcomes..............................................................................................17Goal...............................................................................................................................................17Curriculum Plan for CCE 592 Field Experience.................................................................................19

Course Description............................................................................................................................19Course Objectives..............................................................................................................................19Time Commitment.............................................................................................................................20Texts/Readings..................................................................................................................................20Course Requirements........................................................................................................................20

Mentor Job Description..................................................................................................................21Budget...........................................................................................................................................24Marketing Plan...............................................................................................................................24


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Every Quarter....................................................................................................................................24Down the Road (one month to five years).........................................................................................25Great Video........................................................................................................................................25Sample Agency Ad.............................................................................................................................27WWU Press Release...........................................................................................................................29

Assessment Plan Summary..................................................................................................29Assessment Logic Model.................................................................................................................30The Outcome-Based Model to Assess Program...............................................................................31Sample Assessment Surveys and Forms..........................................................................................32

CCE Mentor Week 5 Mid Quarter Program Evaluation Form [gaps in knowledge] Assessment instrument completed by the CCE graduate student mentor mid-point through the quarter evaluating mentor comfort, progress and determine gaps in knowledge. The quarter midpoint is intentional to give the opportunity for interventions to occur, like increased training, support, meetings with WWU Volunteer Coordinator [Jim Doran], etc. This instrument uses mentor reflection and perspective to measure program progress and needs to enhance success.·.............35End of the Quarter Evaluation of CCE Mentor Volunteer by WWU/LIHI Evaluation instrument to measure mentor performanc which has two evaluators of the CCE graduate student mentor. One portion is filled out by the LIHI Vista and the second section is completed by WWU Jim Doran on mentor...............................................................................................................................................39

Successful program........................................................................................................................40

References.............................................................................................................................41


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WWU CCE program links with Low Income Housing Institute Mentorship Opportunity

Background

Western Washington University will be linking up with the Low Income Housing

Institute (LIHI) in Seattle, WA, which will coincide with Western CCE students and residents

from the Lake City low-income housing location. The overall idea for this pilot project is for

Continuing and College Education (CCE) students to demonstrate and volunteer their time as

mentors, while the residents take advantage of this opportunity to gain employability skills in

order for them to be more marketable to employers. This is a trial program run for LIHI and

WWU and will last a year in hopes that this can be a continuing program, which benefits both

parties. The demographic of residents will be primarily East African Refugees who are towards

the end of their stay at LIHI and are looking for further assistance on their job seeking skills.

Therefore, their English language level will be further along than when they arrived and their

primary goal is to work on job search strategy skills so that they are prepared to leave LIHI with

a job or at least the necessary skills to land a job. Residents through LIHI have up to two years to

live there and throughout this time they are required to work on job searching and ultimately

finding employment. For that reason, LIHI has come to the conclusion that linking up with

WWU may help benefit those residents who are nearing the end of their stay so they can indeed

find work.

Involvement:


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The stakeholders who are collaborating on this project are, Dr. William Lyne, WWU

Professor of English and President of the Faculty of Higher Education, WA State; Marlene

Harlan, Director of Marketing and Summer Programs, Extended Education (EE) at WWU; Lois

Longwood, Director of Degree Programs, EE at WWU, Dr. Sandra Ratcliff Daffron, Director of

the College and Continuing Education (CCE) Masters Program at WWU and Ania Beszterda-

Aluyson, Community Engagement & Advocacy Manager for LIHI, Seattle, Washington. James

Doran is also a former WWU CCE graduate and he will be the overall advisor for WWU

mentors that are signed up to do mentoring for 10 weeks each quarter. James is familiar with this

demographic and has worked alongside similar pilot projects. Ania is one of the main contacts

for this program through LIHI who has demonstrated not only her passion for what LIHI stands

for but her optimism for seeing this particular pilot project succeed. CCE students Christina Van

Wingerden, Carol Yearout, Diana Frawley, and Michelle Melero have also been a part of the

startup crew to learn more about the program and to also reach out to other CCE students for

their future involvement. They have assisted by attending LIHI and WWU meetings and have

dedicated time to marketing, building the job description, coming up with needs assessment, and

many more factors that come along with developing a program this in-depth.

About LIHI:

LIHI stands for many positive factors when changing the vision for those that are

homeless or need a stable environment to live at. This quote pulled from LIHI website explains

what LIHI stands for, “The Low Income Housing Institute develops, owns and operates housing

for the benefit of low-income, homeless, and formerly homeless people in Washington State;

advocates for just housing policies at the local and national levels; and administers a range of


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supportive service programs to assist those we serve in maintaining stable housing and

increasing their self-sufficiency”. LIHI provides affordable living and no matter if residents are

working or are not working, they work with them to ensure that they are able to make payments.

Eight percent of the reserved residential locations are held for families who make less than thirty

percent the area median household income. There are a total of 50 residential sites within six

counties in the Puget Sound. Residents all work with volunteers and case managers who meet

with them on a weekly basis to gain assistance with where they are at. Refugees also attend post

traumatic stress disorder classes and they receive counseling to help overcome this. LIHI has

many community resources and they make certain that residents receive as much information as

possible to help assist them. They also take life skills training, technology classes/assistance,

financial and money training, and children of the adults are involved in many activities setup for

them. The location that WWU will be working and assisting with will be their Lake City

residential center. Within their center, they have a computer lab that WWU mentors will be able

to meet their mentees at and begin assessing what they can help with. The time of meetings will

be held between 11am-6:30/7:00PM. A case manager will be onsite during these hours and will

make sure to help assist with any concerns or questions mentors may have. Mentors will pair up

with at least one other student so that they are working with their mentees at the same time so

there is further help if needed and also to make sure that safety is taken into consideration.

WWU role and the role of the Mentors:

WWU’s role is to work side by side with LIHI and in no means take over the project or

manage it. Their main concern is taking care of the mentors and assisting with questions or

concerns that mentors may have as they are Western and CCE students. Consequently, if LIHI


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helps identify motivated and committed refugee residents to be involved in this program, than

WWU will take care of finding dependable mentors that will do their best working with the

refugees. The requirement of the mentors will be for them to be involved throughout a full ten

week quarter where they are required to meet with their mentee at least once a week for one and

half hours, totaling up to at least 15 hours of mentoring for a 10 week period. During this time,

they can be working on a number of skills with their mentee. This may include:

Computer skills (from basics of turning on a computer, to more advanced of creating e-mail accounts and attaching documents)

Building a resume Job search skills Interview skills E-mail accounts Typing Networking

The mentor is not required to ensure that they land an actual job during this time, but

they are required to make sure that the skills they do have are progressing and that they are

learning the necessary tools in order to progress. Mentoring will also include outside work from

the 1 ½ hours per week, which may involve e-mailing the mentee on other days to make sure

they are getting job leads or networking on their own for jobs that are available in the area for

them. This could also include journaling on blackboard with details on how the partnership is

going, working with the other mentors to collaborate on networking with employers, developing

relationships in the area, and other assigned work. The total amount of outside work that is

expected per week is five and a half hours, which totals the weekly amount of hours for this

project for each mentor to be seven hours a week. LIHI does provide a few training classes for

mentors and volunteers that consist of cultural competency and other critical information. This is


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a great opportunity for students from the CCE program to gain their four credits through CCE

592 field experience class and also gain further skills that can potentially be utilized on their

resumes.

Needs Assessment

A needs assessment was completed in May of 2012.

“Seattle is in the north of America. It is very, very hot and life is very good!” says a young Somali refugee named Abdigani, sitting in an Eastleigh café (Somolia Coalition, 2012).

Seattle Low Income Housing Institute Program Description

“The Seattle Low Income Housing Institute (LIHI) “develops, owns and

operates housing for the benefit of low income, homeless and formerly homeless people in

Washington state; advocates for just housing policies at the local and national levels; and

administers a range of supportive service programs to assist those served in maintaining stable

housing and increasing their self-sufficiency” (LIHI, 2012).

“The main mission of LIHI is to end homelessness and produce as much affordable

housing as possible” (Beszterda-Alyson, 2012).

Purpose and Need

Western Washington University (WWU) has confirmed interest and support for a pilot

project designed to use CCE graduate student mentors to assist with employment seeking skills

for East African refugees of the Seattle LIHI. The stakeholders who collaborated on the

preliminary overview of this project are, Dr. William Lyne, WWU Professor of English and

President of the Faculty of Higher Education, WA State; Marlene Harlan, Director of Marketing


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and Summer Programs, Extended Education (EE) at WWU; Lois Longwood, Director of Degree

Programs, EE at WWU, Dr. Sandra Ratcliff Daffron, Director of the College and Continuing

Education (CCE) Master’s Program at WWU and Ania Beszterda-Aluyson, Community

Engagement & Advocacy Manager for LIHI, Seattle, Washington. The WWU/LIHI

collaboration provides a desired avenue for WWU to partner with a non-profit agency to advance

educational needs and social justice.

Key Informant Interview

On May 10th, 2012, stakeholders met to describe specific needs, related to job seeking

skills, of East African refugees housed within Seattle LIHI. The stakeholders present were the

following: Lois Longwood from EE, Dr. Sandra Ratcliffe Daffron from EE, Jim Doran (CCE

graduate) and three CCE graduate students, Michelle Mellero, Christina Van Wingerden and

Carol Yearout. The meeting was an information session/interview with Ania Beszterda-

Aluyson, Community Engagement & Advocacy Manager for LIHI, Seattle, Washington. The

meeting took place at the LIHI home office and lasted approximately two hours. The

interview/meeting produced more detailed information about LIHI’s work with refugees,

provided clarity on the needs of refugees, detailed how CCE graduate student mentors could be a

benefit, and described tasks each partner agency needs to accomplish and a general timeline.

Ania (Seattle LIHI) opened up the discussion by describing the Seattle LIHI, giving an

overview of their mission, programs, services and outreach to volunteers and bridging with other

agencies. The CCE 576 graduate students had prepared a list of questions to obtain detailed

information and discern needs and areas where CCE students can be of assistance in a mentoring

program. This report outlines the content and findings from the interview.


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Seattle LIHI Literacy Project

The pilot project is slated for a ten week period for CCE students, in Fall 2012. Based on

an assessment to be conducted during and concluding the ten week period, it is possible the

project would continue.

The focus of the pilot project is to assist LIHI with a portion of their refugee population

from East Africa. The federal government currently funds political refugee populations with

housing, counseling services to assist post-traumatic stress disorder (PTSD), and access to

classes from surrounding community colleges on literacy and English as a Second Language

(ESL).

“According to a United Nations Development Report, the greater Seattle area hosts the third largest population of Somali refugees in the United States…Seattle has been a main destination for Somali immigrants and refugees arriving in the U.S. in the past decade. An estimated 4,000 to 7,000 Somalis’ live in Washington state, according to state and King County figures” (Somolia Coalition, 2012).

Gap analysis

Employment Attainment

Federal funding for refugees expects that political refugees will obtain employment and

be self-sufficient after two years of support. Refugees at LIHI do not have an established process

for developing job seeking skills. It has been predicted by stakeholders that by working with the

refugee population, for specific assistance in job seeking skills, empowerment and promotion of

self-sufficiency will be attained and ultimately leads to job procurement. Entry level employment


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is acceptable to LIHI for refugees; those identified with higher skills and/or education could

apply a broader search for employment.

Cultural competency related to refugee demographics

A survey of participants will be designed by CCE graduate students to determine what

types of mentoring students can provide for mentees, and to determine levels of cultural

competency. The results of this survey will also be used to match mentors to mentees. Training

will be provided by Seattle LIHI; part of training will be with background information about the

culture and refugees.

Determining deficit in job seeking skills

The range of mentoring and assisting refugees in job seeking skills may look like: typing

speed and proficiency skills, computer literacy skills (e.g., develop entry tools to operate a

computer, email, opening a browser, how to operate a mouse, email, attach a document to email,

a scheduling program [like Outlook or Google calendar], browsing websites), completing on-line

forms and job applications, composing cover letters, resumes, email etiquette, interviewing

practice/skills, professional attire and mannerisms during an interview, review cultural norms

and interview etiquette of US, for educational purposes and ease in transitioning into the US job

market.

Challenges

Computer and literacy skills of LIHI residents vary. In the past when self-assessed,

sometimes refugees self-identified their skill levels differently than what they actually have. Part


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of the survey and screening LIHI will do on mentees, is to determine accurate levels in language,

computer skills, and literacy.

Residents may be unsure at first of this new program. Over time, it is anticipated that

trust will be built. Ania expects there will be a high demand among the refugees for the

CCE/LIHI mentoring program after it is underway.

Two other challenges discussed may be an employer’s request for a social security

number for a job application; or for a credit report which are sometimes used by employers to

screen applicants. Confidentiality of private information for mentees is important. There will be

a system in place to deal with the handling of confidential information, and will be

communicated to the mentors.

A concern Dr. Daffron has is job placement within ten weeks. This time period is not

very long and Dr. Daffron was hoping for a longer period for the pilot. Ania looks at success as

movement towards self-sufficiency. Dr. Daffron and the university would view success as actual

job placement for refugees within the ten weeks. It is still to be determined what the success of

the project will be and what has been defined by both partnering agencies as success.

Mentees

There is a larger population of women refugees at LIHI, and women are heads of household.

There is provision for childcare needs after employment.

There will be an expected achieved mastery of literacy skills for participation in this project,

to be determined by LIHI

Participants will be those motivated to improve skills and become self-sufficient


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A survey for participants will be conducted by LIHI, to determine what is the mentee’s

greatest need (for all 10)

LIHI will establish goals for mentees’, including to establish greater self-sufficiency by the

close of the ten week period

The onsite Case Manager will be involved in orientation of CCE mentors to the site and

population

“One of the reasons they are refugees is because they were participating members of their former society; at home they were usually workers, and often prominent ones, who became refugees not because of their dependence, but because of their independence” (North, 1980).

Mentors

75% of the graduate students are women in CCE program. This is an advantage to LIHI

Mentors will need to be made familiar with the refugee community

CCE will conduct a survey of participants to find out what they can provide in terms of

skills sets and experience (in particular related to cultural competency)

Mentors will need to be observant and intentional about the mentoring service they are

providing. Mentors need to realize their role is specific to meeting a need in a current gap

in service related to job seeking skills. The federally funded program services (for

example ESL classes, some computer, counseling) and referral and community services

(healthcare, childcare, etc) are already handled. Mentors will determine what is missing

related to self- sufficiency in gaining employment seeking skills, and prepare weekly,

targeted plans for skill set development, ease and familiarity with a job search process

through the interview and acceptance stages.


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Mentors will be delivering highly individualized mentoring one-on-one, in a community

space with 3 computers.

Every effort will be made to match skills for each volunteer to each resident; difficulties

or challenges for mentors’ should be communicated to Jim Doran and at the weekly team

meetings for debrief, creative planning and solutions.

The goal is for CCE graduate students to help mentees secure employment within 10

weeks.

The time commitment for mentors is September 26th to December 15th, 2012, with one or

two meetings in August, 2012

Mentor Time Commitment

Total time commitment is 7 hours per week and is broken down as follows: 1.5 hours per

week for one on one mentoring, 3 hours of preparation, 1 – 2 hours team work and with Jim

Doran, and 1 hour developing curriculum changes, team projects, preparation, and developing

new materials

Role and expectations of mentors

It has been determined, through the informant interview that establishing roles, defining

expectations of mentors and identifying a code of conduct of ethics and behaviors for the

mentors is critical in this process. The CCE graduate students will develop a mentor job

description including expectations of service, etiquette and social boundaries. These guidelines

will include, but not be limited to, a) mentors will show up clean and sober; b) mentors will be

on time; c) All mentor/mentee meetings will be held in a community space (Meadowbrook

View) with three computers; this space is always locked. Mentors may not enter resident homes.


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Seattle LIHI will create a manual and brief the mentors at the first meeting. There will be

a document outlining expectations for the CCE mentors to sign.

Safety/Transportation

The Lake City site has a visible location entrance, with plenty of parking and a public

transportation stop, both on site. Evening visits will be handled by providing a key for access if

outside of onsite staff hours. Onsite Program Coordinator leaves at 5pm; onsite Case Manager

leaves site at 6, 7, or 8pm; this will be clarified by startup of volunteer mentors.

Volunteer Program Model

Ania described this project to be a “volunteer program model” new to Seattle LIHI. This

model is grounded on a collaboration of people, not an individual volunteer model.

AmeriCorps VISTA Volunteer Coordinator/Employability Readiness Program

LIHI has a full time VISTA position who will be overseeing an Employability Readiness

Program for LIHI. The VISTA position will provide training for CCE Mentors and participate

with screening and matching CCE mentors to mentees.

Western Washington University

Dr. Sandra Daffron and Jim Doran will screen CCE graduate students and collaborate

with Ania on CCE mentors selected for pilot project. CCE mentors will need a background

check, interview form, and screening for reactions to social class, race, and gender related to

assuring basic level of cultural competency.


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Site of Pilot Project

The Lake City LIHI site will be the location of the pilot volunteer mentoring project.

This site is one of 39 existing units that Seattle LIHI has developed. There is an onsite case

manager, staff person and program coordinator.

The Lake City LIHI housing site has approximately ____ refugee families. Due to the

circumstances from which refugees flee, civil war torn countries and in search of a better life,

they are not always a complete family unit when they flee to the United States. Individuals in

the housing site are a mixture of types of families and types of individuals. Lake City houses

refugees from Eastern Africa (Ethiopia, Somalia, Djibouti and Eritrea).

Dr. Sandra Ratcliffe DaffronJim Doran

(selection of mentees, weekly meeting with CCE mentors and Jim

Doran; Dr. Daffron in the role of project director )

Americorps VISTA Volunteer Program Coordinator/Trainer

(selection of mentees,collaborates with WWU and Ania for matching

mentors to mentees)

CCE Mentors10

Sept 26 - Dec 15

Lake City Refugee Mentees

10Sept 26 - Dec 15

Ania Alyson-Beszterda-Aluyson

Seattle LIHI(program oversight/ collaboration with

Dr. Daffron)


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“They are, at the moment of their arrival, a temporarily disadvantaged group, to be sure – a very disadvantaged group. They have to cope with a strange language in a strange land; they have been through the trauma of a difficult (sometimes violent) departure from their homeland; in many cases careers (or educational programs) have been interrupted, and substantial amounts of time and personal momentum wasted in refugee camps and in transit” (North, 1980).

Program Plan

Project Goal and Program Outcomes

Goal

The Literacy Project for Seattle’s Low Income Housing Institute (LIHI) is provided, in a

pilot program Fall 2012 Quarter, with capable and trained graduate students from Western

Washington University, Woodring College of Education, Continuing and College Education

Master’s program, who serve as one on one mentors with LIHI residents.

Objectives

1. To effectively mentor residents of the Lake City LIHI, who are refugees from Eastern Africa,

to improve their job seeking skills

2. To mentor the selected residents of the Lake City LIHI with skills such as: resume writing,

cover letter preparation, job seeking online, completing application processes online,

improving interview skills and other job seeking skills as needed

3. To develop a strong collaboration with the LIHI staff, VISTA volunteer, and the LIHI case

worker assigned to Lake City

4. To instruct CCE students to become effective mentors to this population but to also learn

about issues and educational needs of refugees from Eastern Africa


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5. To assess progress of the program, evaluate the pilot program, and make recommendations

for future mentoring projects

6. To prepare reports about the progress of the mentor program for WWU and to assist with

media coverage about this WWU project


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An overarching goal for the Seattle Literacy Program and program objectives have been

defined by WWU CCE. The objectives articulate the mentors’ learning, inform mentor activities

and gains through the mentoring experience. The onsite LIHI will also provide a context for

cultural awareness and enhancement of cultural competency skills.

Curriculum Plan for CCE 592 Field Experience

Course Description

This course consists of a quarter long one –on- one mentorship with an Eastern African refugee.

Your meetings with the mentee will take place at LIHI in Lake City area of Seattle. The range of

mentoring and assisting refugees in job seeking skills may look like: typing speed and

proficiency skills, computer literacy skills (e.g., develop entry tools to operate a computer,

email, opening a browser, how to operate a mouse, email, attach a document to email, a

scheduling program [like Outlook or Google calendar], browsing websites), completing on-line

forms and job applications, composing cover letters, resumes, email etiquette, interviewing

practice/skills, professional attire and mannerisms during an interview, review cultural norms

and interview etiquette of US, for educational purposes and ease in transitioning into the US job

market.

Course Objectives

1. Apply adult learning theory in a one-on-one mentorship experience.

2. Assess and improve your cultural competence.

3. Define mentor/mentee roles and boundaries.

4. Identify your mentees learning and communication style in order to most effectively work

with them.


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5. Develop coaching skills to assist your mentee with goal setting.

6. Assist your mentee to improve their job seeking skills with the goal to be obtaining

employment.

Time Commitment

Mentors will be expected to spend approximately 7 hours per week on this experience the

breakdown is as follows:

1.5 hours mentoring one-on one

3 hours prep time

1-2 hours working with other mentors on the team

1 hour working on curriculum/new materials

Texts/Readings

www.lihi.org

www.data.unher.org/horn-of-africa

Plus other as assigned

Course Requirements

Background Check

Attendance at orientation session at LIHI

Completion of cultural competence assessment

Weekly mentoring one-on-one with mentee

Maintaining journal of activities/reflections

Participation in discussions with the larger group of mentors –( weekly topics will be

assigned)


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Completion of a final paper outlining your learning as a mentor, as well as the progression of

your mentee-you should discuss barriers you encountered and how you handled them.

Class #1 – Field Trip/Orientation at LIHI

A tour of LIHI will be offered. We will meet as a group with Jim Doran, Ania and Sandy

Daffron. Seattle LIHI will create a manual and brief the mentors. There will be a document

outlining expectations for the CCE mentors to sign. Cultural Assessment will be completed.

Class #2-9 Weekly

These classes will include weekly mentoring sessions with your mentee. You will journal your

progress, challenges and hopefully successes! You will participate in BB discussions with your

instructor and other mentors.

For the final week of the class you will be expected to complete a paper summarizing your

experience and learning’s.

Mentor Job Description

Job Title: Mentor Job Category: Non-Profit Class Relation: CCE 592 Field Experience- 4 credits Website: http://www.lihi.org/Location: 12730 33rd Ave. NE Seattle,

WA 98125Travel Required:

Once a week to Lake City Location

Compensation: $10 for each mentoring session Position Type: VolunteerContact Person: Sandra Daffron Start Date: Required meeting begins in

August of 2012 and mentoring begins within the first week of Fall 2012 Quarter

Will Train Applicant(s):

LIHI will host training and introductory class to mentors along with a cultural competency training

Position Timeframe and hours:

10 weeks long each quarter

1 ½ hours required each week of mentoring

5 ½ hours required of outside programmatic work each week

http://www.lihi.org/


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Total of 70 hours for the Quarter

External posting URL:

http://www.lihi.org/__prop_lakeCity0001.html - Lake City Location

Inquiries Accepted By: Sandra Daffron and James Doran

E-MAIL OR PHONE:

SANDRA DAFFRON:

[email protected]: 360.650.2977Jim Doran:[email protected]

ADDRESS OF MAIN LIHI LOCATION:

2407 1st Avenue #200

Seattle, WA 98121

Job Description

ROLE AND RESPONSIBILITIES

Mentors are to assist refugees with their employability skills no matter the level they may be starting at. A mentor’s main focus will be to ensure that the their potential mentee improves their current skill to be that much closer to being employable and/or self-sufficient when applying and looking for work. Duties when working with potential mentee may include but are not limited to:

Basic to more complex computer skills and assistance Resume writing Job Searching Application process Networking Locating local resources available for job search

Mentors duties outside of just working with mentees may include:1. Creating a survey of aptitude about work skills for the residents2. Participating in staff development, with our other 9 students on team building3. Review of curriculum, skills, knowledge and abilities and materials and resources for the program4. Journaling for project staff to determine how the project work is progressing5. Creating various measurements to check progress and accomplishments6. Creating ideas and guides on becoming a volunteer that works with the homeless and cultural lessons

QUALIFICATIONS PREFERRED SKILLS

The mentor needs to be able to work with a diverse background and other cultural limitations. The mentor will need to recognize the significant barriers that are posed with this demographic and be willing to assist them through this. Mentor needs to be prepared to meet with mentee at least 1 ½ hours a week and be ready to assist them with other outside work that may happen over e-mail, phone, and other methods for another 5 ½ hours a week. The 5-½ hours a week will also include work that will be done for the program such as those prior listed above which includes journaling and working with the other 9 volunteers. Mentor should possess these

mailto:[email protected]

mailto:[email protected]

http://www.lihi.org/__prop_lakeCity0001.html


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qualifications or be willing to learn how:- Able to prepare plans and outlines prior to meeting with the mentee so that the meeting time is as

efficient as possible- Able to network and locate local resources so the mentee can have potential employers to link up with

resources to locate when they are on their own time- Able to teach basic computer skills, resume skills, interviewing skills, and appropriate cultural

skills/differences with employers- Able to sit with mentee and apply to jobs together online and possibly assist with them filling out hard

copy applications

PREFERRED SKILLS

- Able to commute to Lake City residency computer lab location once a week (reliable transportation)- Dependable- Organized- Use excellent communication skills

- Establish supportive working relationship

ADDITIONAL NOTES

Class meetings will be held through face to face and live chats through Blackboard; possibly SKYPE call Miscellaneous meetings and activities to be determined

Timeline for LIHI/WWU CCE Graduate Student Mentorship Program

Budget

[to be inserted]

Marketing Plan

Every Quarter

Grant Received for project

May 10th CCE 576 group begins need assessment with

visit to LIHI

5/21/12 Mentor Job Description complete

5/31/12 Needs assessment complete

5/31/12Marketing, graphics, press

release complete

6/4/12 Curriculum for CCE 592

(Mentors) complete

7/1/12 Deadline for mentor recruitment

June 30 Budget complete

? Orientation/Field trip for Mentors

September 26 - Class Begins

10/12 Assess progress, possibility

of continuing progam into future

End of Quarter - conduct

assessments of mentors

December 15 Class Ends

Winter Quarter 2013 - Continue with mentoring?


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1) A mentor will go into each of the classrooms on campus that could conceivably volunteer for

next quarter. Ideally, it should be a speaker who is likable, passionate, educated on the realities

of mentoring, and articulate. The speaker will ask for signups that day (and perhaps give the

student a $2.00 off coupon for pizza or coffee)

2) A student familiar with marketing would write an article/flier to be sent to all CCE students

(as well as those studying Teaching English as a Second Language) each quarter. At the end of

the flier, we would specifically ask for volunteers and to sign up within one week.

3) A student familiar with marketing would write an article to be sent out to WWU students

4) A student familiar with marketing would write a press release that favorably shows the

interaction of WWU upon the LIHI.

5) A student (or group of students) should prepare and evaluate the progress made.

Down the Road (one month to five years)

1) Mentors will seek out companies willing to give jobs to the East African Refugees. Mentors

will help train refugees for specific jobs.

2) A designated student (or groups of students) will keep the companies (willing to give jobs to

the East African Refugees) apprised of the progress. We will let the companies know that we

would acknowledge them in our CCE marketing fliers, our fliers to WWU students, and, most

importantly, in our quarterly press releases to the local newspaper.

3) A designated student (or groups of students) will actively solicit companies willing to partner

with LIHI.


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Great Video

http://www.guardian.co.uk/world/video/2010/jan/31/somalia-refugees-forgotten-war

http://www.apa.org/pubs/info/reports/refugees.aspx

Psychology is beginning to understand the full impact of armed conflict, displacement, and

resettlement on children’s development and overall well-being. However, despite the mental

health risks of the unimaginable hardship and trauma associated with war, there is evidence to

suggest that war-affected children demonstrate tremendous resilience.

Psychologists and other mental health professionals can assist refugee children and their families

with recovery by:

Recognizing and understanding the factors involved in psychosocial adjustment

following war and violence

Providing comprehensive mental health services that are culturally and linguistically

appropriate

Partnering with members of the refugee community in performing research, advocacy,

and mental health care

Adhering to strong ethical standards in the research, practice, and advocacy to protect

human rights of refugee communities

The treatment needs of refugee populations resettled in America are complex and diverse.

Consequently, psychologists and other mental health providers must provide comprehensive

services that are culturally competent and that integrate evidence-based practice with practice-

based evidence. Sample vignettes in the report bring to life scenarios that war affected children

http://www.apa.org/pubs/info/reports/refugees.aspx

http://www.guardian.co.uk/world/video/2010/jan/31/somalia-refugees-forgotten-war


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and families face everyday. Each vignette is followed by a mental health care principle that takes

theory and puts it into practice.

Researchers must utilize a wide range of methodologies to identify and understand cultural

variations in well-being and distress and instill ethical considerations of the power disparities and

vulnerabilities that exist for refugee populations in the conduct of their work. The report

concludes with recommendations for advancing services and supports, the research and

knowledge base, and education and training opportunities for refugee children and families.

Read more:

http://globalspin.blogs.time.com/2012/04/30/malis-fog-of-war-refugees-tell-of-terror-hunger-and-rape/ - ixzz1uto5XLgI

http://globalspin.blogs.time.com/2012/04/30/malis-fog-of-war-refugees-tell-of-terror-hunger-and-rape/

Sample Agency Ad






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WWU Press Release

Western Washington University’s Continuing and College Education Graduate students are at work with more than their studies. This spring a partnership has developed between CCE and the Low Income Housing Institute (LIHI) in Seattle, Washington. The LIHI is directly responsible for housing four thousand people, the majority of them marginalized, in the greater Puget Sound.

Assessment Plan Summary

The major purpose of the evaluation plan is to determine the effectiveness and

continuance of The Literacy Project. Evaluation tools are determined by goals, program

outcomes and participants, both mentors and mentees, in the areas of knowledge, skills, and

attitudes. The assessment goal is to track changes and development of mentors and successful

employment attainment and/or increased level of self-sufficiency for mentees. Evidence will be

gathered from a number of sources such as CCE grad students/mentors experience and

effectiveness with mentees, LIHI and refugee learning and success, CCE mentor team building

and team tasks, reflection journals, and planned curriculum for mentees, oversight by CCE

Director, CCE Mentor Coordinator, LIHI Vista and LIHI Advocacy Manager. Assessments for

employment attainment, measurement of self sufficiency and effectiveness of one-on-one

collaboration will be measured by Ania Beszterda-Aluyson, Community Engagement &

Advocacy Manager, LIHI, and as requested in conjunction with WWU CCE Director Sandra

Ratcliffe Daffron, and are not addressed in this document.

Dr. Sandra Ratcliffe Daffron and Ania Beszterda-Aluyson, Community Engagement &

Advocacy Manager for LIHI, Seattle, Washington will oversee all assessment of WWU CCE

Mentors, LIHI mentees, and effectiveness of program. They will be the primary communicators

and collaborators on the responsibilities and execution of assessments and evaluations of all


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aspects of the Seattle Literacy Project Mentor Program. They will collaborate and consult other

stakeholders as warranted.

Assessment Logic Model

For the purposes of this project, a logic model is provided to illustrate the overarching

project goal, the program objectives, the mentee activities in the project, and the learning

expected for the student mentors. This framework assists in guiding evaluation activities.


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The Outcome-Based Model to Assess Program

The evaluation approach will be based on The Outcome-Based Model. This model

articulates the goals of a program, and the program outcomes for participants. This model uses

both participant and organization outcomes, effectiveness of outcomes; evaluation, and looks at

client benefit (Daffron, 2012. CCE 518). This model has been chosen as LIHI has established

goals and outcomes, conducts assessments regularly and is very organized in structure and plans

to meet outcomes. WWU has set goals and outcomes for the Seattle Literacy Project. Utilizing

the Outcome Based Model informs assessment instruments due to its specificity and

organization.

Outcomes Based Model


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Sample Assessment Surveys and Forms

Four techniques will be used to evaluate mentors’ and success of the mentor program for

Seattle Literacy Project: surveys, evaluation forms, reflection journals, and observation of

mentors in team meetings with CCE Mentor Coordinator, Jim Doran.


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CCE MENTOR VOLUNTEER TRAINING EVALUATION – a reaction evaluation to be used after training(s) to

be filled out by CCE graduate students who are mentors. *use a separate form per training.

Instrument #1


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CCE Mentor Week 5 Mid Quarter Program Evaluation Form [gaps in knowledge] Assessment

instrument completed by the CCE graduate student mentor mid-point through the quarter

evaluating mentor comfort, progress and determine gaps in knowledge. The quarter midpoint is

intentional to give the opportunity for interventions to occur, like increased training, support,

meetings with WWU Volunteer Coordinator [Jim Doran], etc. This instrument uses mentor

reflection and perspective to measure program progress and needs to enhance success.·

CCE MENTOR WEEK 5 - MID QUARTERPROGRAM EVALUATION

Please complete this questionnaire and return to Jim Doran. Thank you for all you do!

Name:

Date:

Circle the most appropriate response: 1= No 2= Somewhat 3= Mostly 4= Yes

Did the volunteer training prepare you well for the work you do at LIHI?

1 2 3 4

Have you received the support you’ve needed from CCE and LIHI staff members to do your job well?

1 2 3 4

Do you feel like a competent, important part of the CCE Mentor team?

Instrument #2


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1 2 3 4

Please list any areas or topics where you would like more preparation/education:

Please list any specific questions you have about your work at LIHI:

What is one strength of your service at LIHI?

What is an area that needs improvement in your service at LIHI?

Please add any other comments you’d like to make.


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End of Quarter Mentor Program Evaluation completed by the CCE graduate student mentor on their overall experience and learning from the quarter. This instrument is completed at the end of the quarter.

CCE 592 MENTOR VOLUNTEER PROGRAM EVALUATION

CCE Graduate Mentor Name:___________________________________________Date: __________

CCE graduate student mentors, please mark the column that best describes your learning from the training(s), team meetings, and volunteer experience. Return this form to WWU Jim Doran. Thanks!

Training Topics I feel confident about my understandingof this topic and my role

mostly somewhat not at allLIHI Program Overview:Introduction to LIHI;My role as a volunteer;Relationship between LIHI and

WWUTeam Meetings:

Collaboration with other CCE mentorsSupport from WWU staff Ideas for curriculum development

Listening and CommunicationEffective communication with menteeEffective modeling and teaching of job skillsEffective in evaluation of how mentee is progressing through observation and communication

Resources availableComputer resources for basic skillsResume writingJob searching on lineJob searching face to faceApplication process paperApplication process onlineLocating local employmentLocating employment resources

Instrument #3


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Networking with LIHIMentee’s Improvement of

Employability SkillsAbility to assist and see mentee improvement in job seeking skillsAbility to notice positive impact of one on one mentoring

Please share any comments you’d like to make about your CCE Literacy Project mentoring experience:

Would you recommend this program/experience to another CCE grad student? Why or why not?

Do you have any suggestions for improvement of program?


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End of the Quarter Evaluation of CCE Mentor Volunteer by WWU/LIHI Evaluation instrument

to measure mentor performanc which has two evaluators of the CCE graduate student mentor. One

portion is filled out by the LIHI Vista and the second section is completed by WWU Jim Doran on

mentor.

End of the Quarter Evaluation of CCE Mentor Volunteer by WWU/LIHI

LIHI Volunteer Coordinator’s Evaluation of Volunteer

Name of CCE Mentor:____________________________________ Date of Evaluation: _____________

Not Excellent GoodAverage Poor Known

Dependability 5 4 3 2 1

CCE Mentor Compliance With

Program Requirements 5 4 3 2 1

Documentation 5 4 3 2 1

Communication 5 4 3 2 1

CCE Mentor success in progress of LIHI Mentee towards

Self-sufficiency and/or Employability 5 4 3 2 1

Comments:

Signature of LIHI Volunteer Coordinator: _____________________________________________

WWU Volunteer Coordinator’s Evaluation of Volunteer:

Instrument #4


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Not Excellent GoodAverage Poor Known

Dependability 5 4 3 2 1

CCE MentorCompliance With

Program Requirements 5 4 3 2 1

Documentation 5 4 3 2 1

Communication 5 4 3 2 1

CCE Mentor success in progress of LIHI Mentee towards

Self-sufficiency and/or Employability 5 4 3 2 1

Comments:

WWU Volunteer Coordinator Signature:______________________________________________

Successful program

A concern Dr. Daffron has is job placement within ten weeks. This time period is not

very long and Dr. Daffron was hoping for a longer period for the pilot. Ania looks at success as

movement towards self-sufficiency. Dr. Daffron and the university would view success as actual

job placement for refugees within the ten weeks. It is still to be determined what the success of

the project will be and what has been defined by both partnering agencies as success. An

Assessment Report will follow in December of 2012, in collaboration with findings from Seattle

LIHI assessment of the pilot program for further recommendation.


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References

Beszterda-Alyson, A. (2012, May 10). LIHI Community Engagement & Advocacy Manager . (L.

L. Dr. Sandra Daffton, Interviewer)

LIHI. (2012, May 15). Low Income Housing Institute 20 years housing neighbors in need.

Retrieved May 15, 2012, from Seattle Low Income Housing Institute:

http://www.lihi.org/

North, D. S. (1980). Refugees and the Labor Market; A vew from the United States. The

indochinese refugee movement; the Canadian experience; proceedings of a conference in

Toronto, October 19, 20 and 21 1979, 142-144.

Somalia Coalition, S. C. (2012). Tutoring Somalia Refugees. Somali Community Services .

SeaTac, WA, USA.

Documents

Adult and Higher Education Curriculum Portfolio€¦ · Web viewLiteracy Project for Seattle’s Low Income Housing Institute (LIHI) Program Plan. Dr. Sandra Ratcliffe Daffron and