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ERIC Number: EJ867938
Record Type: Journal
Publication Date: 2009
Pages: 6
Abstractor: ERIC
Reference Count: 9
ISBN: N/A
ISSN: ISSN-1089-5701
Campus Kids Mentoring Program: Fifteen Years of Success
Shepard, Jerri
Reclaiming Children and Youth, v18 n3 p38-43 2009
This article features Campus Kids, a mentoring program located at Gonzaga University in Spokane, Washington. Gonzaga is a Jesuit University with a strong commitment to social justice and humanistic education. Campus Kids began, in the true sense of a community partnership, as an attempt to connect community resources (potential university undergraduate student role models) with community needs (elementary school students from nearby elementary schools considered at risk for academic failure). The goals of the program are to improve outcomes for 4th-6th grade students considered academically at risk by improving attendance and school performance, reducing the number of discipline problems, improving self-esteem, and increasing school engagement. These students are matched with undergraduate college students for weekly tutoring and planned activities on the college campus. Pairing youth at risk for academic failure with college students as mentors results in improved attendance and school performance for youth as well as a deeper understanding of poverty and social injustice and an increased sense of responsibility and commitment to action for college mentors. Campus Kids Mentoring Program offers an excellent example of best practices in mentoring, as noted in Elements of Effective Practice (MENTOR, 2003). These practices include Program Design and Planning, Program Management, Program Operations, and Program Evaluation.
Reclaiming Children and Youth. PO Box 57 104 N Main Street, Lennox, SD 57039. Tel: 605-647-2532; Fax: 605-647-5212; e-mail: journal@reclaiming.com; Web site: http://www.reclaiming.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A