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ERIC Number: ED452941
Record Type: RIE
Publication Date: 2000-Sep-15
Pages: 7
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Influence of an Intensive Faculty-Guided Mentoring Program on the College Adjustment of At-Risk Students: A Qualitative Assessment.
Harter, James L.; Jones-Walker, Judy
Mercy College (Ohio) has expanded its services for at-risk students, due to the fact that many of these students are not functioning at college level in writing, math, and reading. The hope of attaining a college education among at-risk students is high, and it is important that they receive help in their areas of need. To help accomplish this goal, Mercy initiated the Remedial Education Addressing Collegiate Hurdles (REACH) faculty-guided mentoring program. Structured sessions between at-risk students and faculty mentors help students adjust to academics and to provide the nourishment of a learning community. Project objectives are to implement the program in the student's first year of college, generate qualitative data to assess the value of intensive mentoring as perceived by both students and mentors, and examine the impact of mentoring with overall adjustment to college environment. Students are able to get tutoring and support services, have access to computer programs that help increase deficits in specific academic areas, and are able to utilize the Student Success Center (for academic, social, spiritual, and personal growth). Grant funds will be utilized for providing professional development and training of the faculty mentors, purchasing journaling software, and assessing the influence an intensive faculty-guided mentoring program has on the college adjustment of REACH participants. (Contains 13 references.) (CJW)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: "A Funded Grant Submitted to the Ohio Association of Developmental Educators."