Running head: MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Mentoring: A Means for Community College Student Success Katherine A. Gast Seattle University SDAD 595: Student Development Graduate Research Project Presented December 11th 2013

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Table of Contents

ABSTRACT ........................................................................................................................................................................ 3 STATEMENT OF PROBLEM AND PURPOSE ..................................................................................................... 4 A REVIEW OF THE MENTORING LITERATURE ............................................................................................. 7 STUDY DESIGN, RESEARCH QUESTION, AND METHODOLOGY.......................................................... 12 RESULTS AND FINDINGS ....................................................................................................................................... 18 IMPLICATIONS AND RECOMMENDATIONS ................................................................................................. 25 PROPOSED ACTION PLAN AND TIMELINE ................................................................................................... 28 CONCLUSION................................................................................................................................................................ 31 REFERENCES ............................................................................................................................................................... 35 APPENDIX A ................................................................................................................................................................. 39 APPENDIX B.................................................................................................................................................................. 41 APPENDIX C .................................................................................................................................................................. 42 APPENDIX D ................................................................................................................................................................. 43 APPENDIX E .................................................................................................................................................................. 45

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Abstract Although peer-mentoring is a reportedly successful intervention, there is little research available regarding its effects within the community college system. Furthermore, there is little existing research on the value of peer-mentoring as it pertains to students enrolled in developmental education courses. As enrollment of underprepared students is on the rise within community colleges it is critical that these gaps in the research be filled. A qualitative study was conducted in order to explore the experiences of student mentors who support their peers enrolled in developmental education courses. Through individual interviews four peer mentors shared their experiences and provide a critical glimpse into peer mentorship. The findings suggest that peer mentors engage in role modeling behavior, have adequate social support, and experience high levels of connection.

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Mentoring: A Means for Community College Student Success Mentoring is a topic of great impetus in higher education but is a little examined subject within the community college context. The literature suggests that mentoring is a useful method for advancing the success of various student populations (Anderson, & Shore, 2008; Di Tommaso, 2010; Guillory, 2009; Gutirrez, 2012; Lunsford, 2011; News & Analysis, 2009; Phinney et al., 2011; Reddick, 2006; Smith, 2007). In addition to the general lack of research done in this area, there is also little information regarding mentoring programs that serve students enrolled in developmental education courses. Further exploration is therefore necessary to strengthen understanding of mentoring program design as it relates to developmental education. Statement of Problem and Purpose According to the Community College Survey of Student Engagement (CCSSE), 61% of community college students who are just arriving to campus are underprepared for college-level course work (CCSSE, 2009). Academically underprepared students are more likely to test in at levels below the requisite 101 curriculum and thereby are required to enroll in developmental education courses. While these courses are designed equip students with the foundational knowledge necessary to proceed with entry level college coursework, they do not contribute towards a degree program (Bailey, Jeong, & Cho, 2010). Depending on the number of developmental education courses a student must take, a significant amount of time and financial resources may be required. This can then impact a students retention or completion and take a strong emotional toll (Bailey, Jaggars, & Scott-Clayton, 2013). Lack of academic preparation is just one of the barriers developmental education students face nationwide. In addition to being academically underprepared, they must also overcome many obstacles unrelated to their skill

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

level (Di Tommaso, 2010). Understanding how to best support and sustain developmental education students as they move toward success and completion is therefore paramount. Purpose of the Study This study explores the experiences of peer mentors who are mentoring students in developmental education courses at Edmonds Community College (EdCC). Mentors are a vital part of the delivery and implementation of mentoring interventionstheir perspective, experiences, and perceptions are highly valuable in learning about programmatic effectiveness. Engaging in a study of this model furthers diversity, social justice and ethics as it advances Understanding mentoring modelsa cost-effective intervention for low income students enrolled in developmental education courses (Murphy, Ryan- Peuela, & Quirk, 2012)can be used to further diversity, social justice, and ethics. The research shows that among the socioaffective factors that influence developmental education students is the presence of role model relationships (whether the student was mentor or mentee) (Di Tommaso, 2010). This presence positively impacts student views of education and is an important consideration for institutions serving developmental education students. Understanding the mentoring experiences of such role models will aid in the advancement of student development practice in support of developmental education students. Allowing peermentors to give voice to their experiences within the program will provide important perspective into the impact of training and staff interactions, as well as provide a window into their engagement with students. This will yield valuable data for use in program modification and serve to bolster important financial support.

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Definition of Terms Mentoring is a subject that is gaining momentum in student affairs practice. A mentoring relationship can be articulated as a senior, experienced person who provides assistance to a junior, less-experienced person (Lunsford, 2011, p. 477). A mentor can be described as someone who feels responsibility for the successful development of the students career and will advance the students scholastic and professional goals in directions he or she desires (Gutirrez, 2012, p. 1). A mentee is someone who is the intended recipient of this support, knowledge, and experience. Mentoring can include relationships among peers, and this study highlights participants engaging in peer mentorship. The student mentors in this study are called peer-advocates and are part of a mentoring model that places senior more advanced students a) in developmental education classrooms; b) within open lab hours (a period of time dedicated for developmental education students to ask questions and seek help from their professors and peer-advocates) and/or c) within roles implementing service learning projects for which developmental students are a target audience. Each of these interventions is designed to provide engaging learning opportunities and to make peer support accessible to students. Mentoring at Edmonds Community College The mentoring model employed by EdCC was designed to be an inexpensive way to build a learning community that connects developmental education and college level students through collaborative projects in the community (Murphy, Ryan- Peuela, & Quirk, 2012, p. 4). This methodology is consistent with the best practices literature describing mentoring as a low cost intervention that can improve student success. Another important component of the mentoring model at EdCC is the Connect2Complete (C2C) grant:

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

C2C is a program of Campus Compact supported by The Bill & Melinda Gates Foundation. C2C works with nine community colleges in Florida, Ohio and Washington to utilize peer mentoring and service-learning to support the most vulnerable community college students in achieving academic success and engaging with their peers, the college and the broader community. (Campus Compact, 2013) Through C2C funding, six faculty fellows have been recruited from the developmental education professoriate at EdCC to integrate peer-advocacy and service-learning into their curriculum (Murphy, Ryan- Peuela, & Quirk, 2012). This is designed to increase contact between students enrolled in college level courses (peer-advocates) and students enrolled in developmental education classes over several quarters. This is of particular importance considering that 93% of the student body at EdCC places into developmental education courses (Murphy, Ryan- Peuela, & Quirk, 2012) A Review of the Mentoring Literature A review of the general mentoring literature reveals a wide, and sometimes disparate, array of information regarding mentoring. Mentoring programs are often designed within the specific context of a program, institution, and/or for a specific population making results and comparisons across programs challenging. Differences in institutional type, such as variations in the community college setting versus that of four year institutions are pertinent. For example community colleges serve more working class students, better reflect the ethnic composition of the communities in which they reside, and serve as an important pipeline through their open enrollment policies as compared to four-year institutions (Cohen & Brawer, 2008). Such differences are important to consider, and cannot be overlooked. However it is also important to take stock of practices that support students across such divides.

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Across variations of programmatic and institutional contexts, there are important themes that emerge regarding the mentoring concept. Perhaps most importantly, each study reviewed indicates that mentoring in some form was important to the success of its target population suggesting that mentoring holds meaning across populations and context. Beyond this important finding, three additional themes emerged. First, mentoring provides the presence of critical role model relationships in students lives. Second mentoring has been shown to increase levels of connection and enhance student success. Third, mentoring provides explicit social support to students and is a programmatic best practice for mentoring programs. Best Practice: Intentional Connections The mentoring literature reveals that there are two successful types of mentoring typically practiced within higher education. The first highlights peer-mentoring relationships as a means to improve students success (Di Tommaso, 2010; Guillory, 2009; Gut irrez, 2012; Phinney, Campos, Kallemeyn, & Kim, 2011). The second focuses on faculty/staff-to-student mentoring as a means to support students (Anderson, & Shore, 2008; Lunsford, 2011; News and Analysis, 2009; Reddick, 2006; Smith, 2007). Both methods yield positive results (Anderson, & Shore, 2008; Di Tommaso, 2010; Guillory, 2009; Gutirrez, 2012; Lunsford, 2011; News and Analysis, 2009; Phinney et al., 2011; Reddick, 2006; Smith, 2007). Another important consideration regarding best practice in the field is matching students with mentors according to shared major, interest, or identity (Guillory, 2009; Lunsford, 2011; Phinney et al., 2011). This provides a measure of common ground between mentors and mentees and likely increases compatibility which may support stronger relationships and success.

MENTORING: A MEANS FOR COMMUNITY COLLEGE STUDENT SUCCESS

Mentoring Provides Social Support and Enhances Student Success It makes sense that when students are not accessing resources (Smith, 2007), satisfied with their experience (Reddick, 2006), or doing well academically (Guillory, 2009) that their overall success is negatively impacted. Additionally, when any one of these key factors is missing the other two are likely to follow. Colleges and universities therefore go to great lengths to provide resources, satisfactory experiences, and academic support. However, if students do not access these resources it is all for naught. Mentoring has been shown to bridge this gap by connecting students with those who know how. Resources. In order for students to be successful they must be adequately connected to the various resources and opportunities available to them on campus. Mentoring has been shown to do just this (Bourdon & Carducci, 2002; Gutirrez, 2012; Lunsford, 2011; Reddick, 2006; Smith, 2007). Studies suggest that students professional networks can grow (Lunsford, 2011); that career support can be extended (Lunsford, 2011; Reddick, 2006); and advice and orientation regarding the informal structures at play within institutions, can be offered to students (Gutirrez, 2012) through mentoring relationships. Indeed, in the absence of such mentoring opportunities, students can become less likely to utilize other academic support services (Smith, 2007, p. 36). Without such relationships, these students are susceptible to alienation and often become less likely to utilize academic support services that have positive educational benefits. Mentors are valuable tools for connecting students to the resources they need to be successful. Satisfaction. Student satisfaction also plays a significant role in keeping students engaged in their education and can influence development and academic success (Anderson, & Shore, 2008; Andreanoff, 2013; Guillory, 2009; Reddick, 2006). Anderson and Shore (2008)

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note that mentoring significantly impacts student development and satisfaction making for a positive experience. Conversely, when students expectations are not met, mentors can serve as important resources for connecting students in ways that will meet their expectations and result in satisfactions (Reddick, 2006) Academic success. Academic self-confidence is an important indicator of student success and can be bolstered through mentoring relationships (Guillory, 2009). As previously mentioned mentors can serve as connection points for students by sharing valuable knowledge, resources, and support to their mentees which in turn impacts academic success (Gutirrez, 2012 Smith, 2007). In general, when students feel supported, they are more academically successful and mentoring provides such support (Kendricks et al., 2013). Getting connected to campus resources, increasing satisfaction, and academic success are all important ways that mentoring can, and does get students engaged in their work and their environment. Mentoring Provides Important Role Model Relationships Role modeling behavior enhances student success and was a strong emergent theme arising from the literature. Role modeling has been shown to be foundational to the success of mentoring as an intervention. In conjunction with this broader theme, three subthemes also emergedstudent perceptions regarding social support counts; personal support (or the lack thereof) has an impact on academic outcomes, and role model relationships are key to community college student success. Perception. Students perception of social support is vital to their success (Di Tommaso, 2010; Edman & Brazil, 2009; Kendricks, Nedunuri, & Arment, 2013; Reddick, 2006; Smith, 2007). Edman and Brazil (2009) found that students who reported low levels of peer support, involvement and mentoring performed at a lower rate than those who perceived strong support.

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Perceptions of campus climate (which is impacted by social support) also proved to impact success for a variety of ethnic groups (Edman & Brazil, 2009). Therefore, if students do not perceive themselves as being engaged in a mentoring relationshipas having a role modelit is likely they will not benefit, even if this relationship exists. This suggests that the formal and explicit mentoring relationships generated by programs are important. Personal support. Mentoring relationships affords students the opportunity to share their personal lives with others, and provides both personal and academic guidance leading to greater success (Bourdon & Carducci, 2002; Kendricks et al., 2013; Lunsford, 2011; Reddick, 2006). The increased sense of community and connection that such sharing fosters cannot be underestimated. Good mentoring, according to another study, goes beyond academic outcomes and involves psychosocial support such as listening, confidence building, and role modeling (Lunsford, 2011). The sharing of personal experiences between mentor and mentee, in another study, provided aspirational capital leading one participant to pursue advanced graduate credentials. It is evident that academic success and personal support go hand in hand. Mentoring in community colleges. The mentoring literature highlights peer-mentoring relationships as a means to improve students success across institutional type (Di Tommaso, 2010; Guillory, 2009; Gutirrez, 2012; Phinney, Campos, Kallemeyn, & Kim, 2011). However the presence of role models in the lives of developmental education students in community colleges is of particular importance. In a study examining the non-cognitive variables of students enrolled in a developmental education cohort at an urban community college, the presence of role models positively impacted student views of education. Students who had role model relationships owned responsibility for their learning and understood that they impact their own academic outcomes. Those who didnt have this relationship showed characteristics of learned -

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helplessness and felt that factors external to them were the cause of their success or failure in school (Di Tommaso, 2010). There is little information on mentoring in the community college system, let alone data regarding mentoring and developmental education students. Consequently it is hard to derive a holistic view of the subject. Existing research shows that that mentoring yields positive results as it increases role model relationships (Bourdon & Carducci, 2002; Edman & Brazil, 2009; Kendricks et al., 2013; Lunsford, 2011; Reddick, 2006). ), connection (Lunsford, 2011), and social support (Bourdon & Carducci, 2002; Kendricks et al., 2013; Lunsford, 2011; Reddick, 2006) and can be considered a positive intervention for students. These emergent themes are important for faculty and staff in community colleges to consider and will likely increase program success once understood and utilized with efficacy. Although much is still unknown regarding mentoring and developmental education student success, the literature suggests the impacts are likely to be positive. Study Design, Research Question, and Methodology The researcher holds a social constructivist worldview, recognizing that individuals develop subjective, varied, and complex meanings around their experiences (Creswell, 2009). A qualitative methodology was employed in the form of individual interviews to enable students to share their experiences deeply and to provide for the inclusion of their relationships and interactions with others (Creswell, 2009). The intent of qualitative research is to explore the complex set of factors surrounding the central phenomenon and present the varied perspectives or meanings that participants hold (Creswell, 2009, p. 129). This approach yielded a rich, indepth view into the impact of peer mentoring on individual students and adds a valuable perspective to the current research body.

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Additionally, the Connect2Complete grant, which is an important funding source of the mentoring program, has ample survey data regarding the demographic in question. Obtaining qualitative data to deepen and broaden the understanding of the impacts of mentoring is therefore an important and useful compliment to existing research and allows for increased data redundancy (Schuh & Upcraft, 2001). In order to develop a greater understanding of peer mentoring within a developmental education context the following question is explored: how do peer mentors experience a developmental education mentoring program at Edmonds Community College? As is important to qualitative research practice, this question is designed to be open ended and coveys an emerging design that is necessarily impacted and influenced by the participants (Creswell, 2009). Site Description In order to increase understanding around mentoring in developmental education within the community college system, Edmonds Community College, a public 2-year institution was selected. By selecting a singular site and program, the researcher employed a case study approach that allows for an in-depth examination of the mentoring phenomenon at this institution (McMillan, 2012). At EdCC, there are roughly 13,000 students who enroll each quarter and the estimated yearly tuition and fees associated with the college is $3,850 for 12 credits. Program offerings at the institution include 75 associate degrees and 51 professional certificates within 33 programs of study. The average age of students at the college is 29. Around 44% of its student body go to school full-time and most go during the day (74%). The majority of students (54%) identify as female and 34% of student body is comprised of students of color. Most students who attend the community college live in the area82% live within eight miles of the campus.

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A little under half of students (43%) are receiving need-based financial aid (Edmonds Community College, 2013). Role of the Researcher The researcher has a previous connection to the research site which led to site selection and was a strong consideration in the formulation of the research question. However, the researcher has not held a professional position there for over a year. Adequate distance from the site has been established, as is required of researchers, and no formal investment in the success of the program exists (Creswell, 2009). The researcher participated as an independent consultant and co-facilitator for the 2013 peer-advocate mentor training. This led to a formal connection to the future participants and assisted in establishing credibility and trust between the researcher, participants, and coordinators and was the method utilized to gain entry into the program. Sample Selection, Outreach, and Description A critical case sampling method was used to select the most important participants in order to understand the mentoring phenomena being studied (McMillan, 2012). Among the peer-advocates who are employed through the C2C grant five were contacted to interview--all agreed. However, due to a personal emergency one participant was unable to complete the interview process. Each of the participants took part in a two day mentor training designed to help them develop effective leadership and interpersonal skills, learn about campus resources available for college success, and to connect with each other across diverse campus programs. Training attendance, participation within the C2C mentoring program as a peer advocate, and ability to speak to this experience were the three criteria for selection. An initial email was sent out to each participant to request participation. They were then asked to complete an electronic demographic survey prior to the interview process (Appendix

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A). The survey was created using Google Forms and a link to the survey was sent out via email prior to our interview. If the participant did not complete the demographics prior to the meeting, they were asked to fill it out electronically using a laptop. Utilizing an electronic survey allowed for a greater sense of confidentiality and allowed for the information to be input directly into an electronic spreadsheet for greater security. Each of the participants works on campus and 50% work off campus as well. All are seeking advanced degrees (25% wish to earn a Bachelors Degree, 50% a Masters Degree, while 25% hope to pursue a Doctoral Degree). Of the participants, 50% are first generation, and there was no instance where both parents/guardians held degrees. Most of the participants fall within the traditional 18-24 age bracket for college students (75%) while one participant falls between 25 and 34 years of age. Importantly, 50% of the sample was enrolled, or had been enrolled, in a developmental education course (Appendix B). Topics Explored Social support, connection, and role modeling are the content areas that were explored within the interviews. These questions best answer the research question because the literature contends that they contribute to student success. For example, the mentoring literature shows that mentoring relationships improve student perception of social support (Bourdon & Carducci, 2002; Di Tommaso, 2010; Edman & Brazil, 2009; Guillory, 2009; Kendricks, Nedunuri, & Arment, 2013; Lunsford, 2011; Phinney, Campos, Kallemeyn, & Kim, 2011; Reddick, 2006; Smith, 2007). Additionally, academic success is a significant factor that accounts for improved overall student success which has, in turn, been shown to be improved by mentoring practices (Guillory, 2009). Finally, student engagement contributes to student success and is another important byproduct of mentoring (Anderson, & Shore, 2008; Bourdon & Carducci, 2002;

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Guillory, 2009; Gutirrez, 2012; Lunsford, 2011; Reddick, 2006; Smith, 2007). Consequently these are important topics to be explored within the context of this study. Discovering whether the mentoring model being used at Edmonds Community College does support students in these ways will have significant implications for policy and practice. It will enable the program coordinators to better meet the needs of students and constituents by providing a glimpse into how participants make meaning of their experiences (Schuh & Upcraft, 2001). If these best practices are identifiable within the data and findings, it will also demonstrate that mentoring is a useful intervention for peer mentors working in support of developmental education students. Additionally, the existing research and literature will be further corroborated should these themes be recognizable within study. Addressing Diversity, Social Justice, and Ethics Students enrolled in the community college system often come from marginalized populations whose voice is silenced by systematic oppression (Delgado & Stefancic, 2001). By providing students the opportunity to share their experience as it pertains to mentoring, the research process employed addresses diversity, social justice, and ethics in higher education. All participants are low income (reporting annual earnings of less than $15,000) and each participant at the time of the interviews was working at least one job (Appendix B). Interviewing students who identify in unique ways will allow for their voices and stories to be added to our historical perspective and will aid practitioners in identifying ways to support this specific population on their unique path. Data Collection A qualitative research methodology was employed in the form of four individual interviews. To be sensitive to time constraints, the interviews were held on the EdCC campus and during

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open lab hoursa window of time advertised to students to check in with their peer-advocate and faculty. The researcher was the sole facilitator of the interviews which lasted between 36 and 53 minutes each. Voice recordings were made on three devices simultaneouslya laptop, IPad, and cell phoneto ensure the quality and accuracy of the recordings (Creswell, 2009). Brief notes at the completion of each interview were taken by the facilitator to record any pertinent descriptive and reflective observations along with potential themes for consideration to aid in the coding process (Creswell, 2009). Each interviewee was asked to select a pseudonym to help ensure confidentiality and asked ten open ended questions (Appendix C). The interviewer utilized a standard set of probes to keep the conversation going (Appendix C). The interviewees were given appropriate contact information to request a copy of their transcript after the completion of all interviews if they so desired. Each instrument, protocol, and plan was reviewed by a faculty advisor and peers in the field of student development to ensure integrity, coherence and scholarly integrity. Data Analysis Once the interviews were complete, the facilitator transcribed the conversations verbatim. The researcher was able to become immersed in the data and familiar with the unique voice and narrative of each interviewee through the transcription process (Creswell, 2009). The researcher also took notes on themes and concepts arising from that process (open coding) and placed these notes in a grid for cross tabulation to find common themes that pulled through and across all participants (thematic coding) to produce a thorough analysis of the data (Creswell, 2009). Once the common themes were established, the researcher revisited the transcription documents, reading for quotes that were consistent with those themes.

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Each speakers pseudonym was removed and randomly replaced with a participant number (one through four) after all the quotes were gathered for use. This was done to further protect and obscure the participants identities. Interviewees were also assigned female pronouns as the majority of the group was female-identified to further protect anonymity (McMillan, 2012). The researcher then revisited the research question and literature review to ensure consistency with the original intent of the study, confirm themes, and cross tabulate with participant demographics (Creswell, 2009). No themes were openly connected to demographic subgroups in order to protect confidentiality within the small sample size (McMillan, 2012).