INSIDE DOUGLAS COLLEGE / OCTOBER 2, 1990

E ts on Student.

Retention - More students report
that they plan to return in the fall.
Those who do leave appreciate
the support offered during their
decision-making process, and
many express plans to return at a
later date.

Satisfaction - The Freshman
Survey indicates that General
Arts and Science students are
more satisfied with the caring and
support received from faculty
members than the general college
population. In individual inter-
views with students, most
strongiy endorse che mentoring
system as an essential part of the
program.

Participation - The number of
students from GAS participating
in extracurricular activities and
the level of participation have
increased over the previous two
years. Students also participate
with considerable enthusiasm in
college affairs.

Support for Each Other - There
is a visible increase in the amount
of interaction between students.

Support of Faculty - Many
teachers reported feeling more
appreciated by this group of stu-
denis. No complaints were re-
ceived from either teachers or
students in the GAS program.

Effects on Staff

Stress Reduction - Teachers are
not trying to stretch themselves to
make personal contact with every
student, yet they know that every
student is receiving feedback and
support.

Sense of Professional Integrity -
The college knows why each stu-
dent left, where most are going
and has some clear ideas for
improvements in the program.

Awareness of Needs Before it is
Too Late - Students who need
learning centre support or coun-
selling support can sometimes be
identified before they miss too
many classes or become demoral-
ized.

Awareness of Weaknesses and
Cracks in College and Commu-
nity Support Systems - Difficulty
has occasionally been experi-
enced in helping students find
support for some serious prob-
lems. Mentors have become
much more aware that the student
services department within the
college need their support.
Mentors in the first year of the
project found they needed much
more information about how that
department and community
agencies function.

More Empathetic Teaching and
Learning - When the mentor is
one of the student’s present or
past teachers, the student and
teacher have an opportunity to
observe each other in the class-
room setting. Mentoring en-
hances mutual understanding in
the learning environment and
vice versa.

Better Awareness of the Nature
of Our Students and Shared
Commitment to Problem Solving
- Since the initial project, the
group has experimented with the
involvement of administrators
and support staff in mentoring.
Their perceptions of the needs
and nature of students have also
been broadened through their
participation in this activity and
they have found it important to
meet with teachers who are also
mentoring. As a teain with vari-
ous connections, mentors are able
to pool their resources and prob-
lem-solving experience.

 

 

 

 

Our thanks to Dianne Acey; her presentation on the mentoring project at the 1989 Ontario Regional
Consultation was the basis for this article. For further information, please contact Franky Chernin,
Student Success Co-ordinator, George Brown College, P.O. Box 1015, Station B, Toronto, Ontario
MST 2T9. Telephone:416-944-4580.

 

 

 

 

—~ (his