Please indicate the student skill areas that you feel you influenced through this project.
1 - Improved math comprehension and ability
1 - Improved science comprehension and ability
18 - Improved written communication skills
16 - Improved basic research skills
11 - Improved project management skills
11 - Improved collaboration skills
Please indicate if your mentoring support aided your student in the following areas.
17 - Better understanding of a professional work environment
15 - Improved awareness of post-secondary educational opportunities
13 - Increased desire to research and plan for post-secondary education
12 - Improved awareness of the value of a professional support network
The average quality of the messages received from students throughout the project.
3.16
Did your student share a final product (presentation, research report, plan, etc) with you for this project?
1 - N/A
15 - Yes
3 - No
Average level and quality of assistance received from the teacher throughout the project.
3.47
Average level and quality of assistance you received from Mentored Pathways staff throughout the project.
3.89
Things either the teacher or the Mentored Pathways Staff do to make a similar project more successful.
Make sure that the student follows through on the assignment. The student would tell me that he would do some thing and then never did it.
I think that it was a wonderful project that may have more of an impact on students in their junior year. It felt as though students in their senior year may already have made some post-secondary options for career paths or formal education and they had already made up their mind and were simply going through the motions.
Clear proejct goals
My student was a senior this year. He had already done his college research and made his choice. He had already explored his career option and had made his choice. It just wasn't the right time for discussion on any of those topics. When I asked my student what would be more useful to him, he was frustrated and disengaged. Two suggestions for the future - 1. ensure that the questions are appropriate to the student age. 2. Allow students/mentors significant flexibility to change the program. I am more concerned with teaching students to learn to drive research and work collaboratively than having them complete a specific research project.
It seemed that many students fell behind on the project steps, but Jackie was ahead, so that was sometimes a little confusing for me to know where we were supposed to be and what was supposed to come next.
I think more computer time would be tremendously helpful, if possible, so that the students can write/research more, as necessary. I think my student was also just VERY busy, so it was hard to manage all the final things he needed to accomplish during his final semester of his senior year. Perhaps it would be more productive to do this sort of a project during the second semester of a student's junior year instead?
On this particular project, I was not involved from the beginning...I stepped in about halfway through I'd say, so it took a little time to establish a new relationship with my student.
I would suggest making a stronger push on the student's side to stick with the project schedule. Although I also am aware I was slow to respond at a few points in the semester, it would have been more helpful if the student was proactive about the current assignments. I think working with the students on their end to stick with turning in the assignments and making sure they provided responses to mentor messages would help because I also had to follow up with my mentee for a few weeks on one assignment.
More computer time for the students. We need to ensure that the students are adhering to deadlines
As always good communication is most beneficial.
can't think of a thing!
The teacher was helpful but messages were very infrequent - it really helps when the teacher stays in touch each week just to give us a quick check-in on what the issues are or goals for the week. As mentioned on prior survey, ITP staff have been very supportive.
Fix the e-mail system that the school is using to be compatible with Google's security needs (this is for teacher copies on the messages). I never heard back from the teacher is he wanted me to send copies myself so I did not.
Feedback regarding the quality of the student's final project as well as suggestions for improvement.
Never saw the final project nor received the thank you that could be sent out to the police officers who completed surveys for this project.
I did not see the student's final project so I can't comment on that.
Student did not share final project.
I never got to see anything from this student, I only heard about some of his ideas and plans, so I'm not sure if he actually followed through on any of it.
Communication on both ends (this includes myself) was not as consistent asit should have been. I feel we could have been more productive and I could have help Rosie a bit more.
N/A; My mentee and I did not complete the final project or I was not aware of its completion.
N/A
Fernando was always ahead of the schedule and had everything completed, so I would just like to thank him for making my job very easy.
Based on the limited info/formal deliverables that Uciel sent me, he didn't dive into the mentorship resource opportunitity. I hope to get his updated resume that integrates the feedback.
Didn't see a final presentation - but did see assignments along the way. They were well done and timely and Ruby incorporated my feedback well.
Rose did quite well in staying engaged throughout the project and reaching out for information and advice that was not part of the project's requirements but things she wanted to know. She showed really good initiative throughout the session and its hard to say "good-bye"
Overall experience in the program.
3.63
Would you consider mentoring new students in the future?
4 - No
15 - Yes
Why or why not.
I felt like I was wasting my time
I think that this is an opportunity to connect with young people who can benefit from experience and extra support as they navigate through these projects.
The time commitment was higher than I had expected.
Enjoy learning from students
I've done many mentoring sessions and enjoy helping students explore. This particular relationship was weaker than most - partly because I couldn't get the student to think beyond the written assignment.
I was hesitant to sign up for this project originally, since I have very little experience/background in environmental sciences. But it has turned out to be one of the best mentoring experiences I've ever had! I think both Jackie and I have realized that you never know where great support and energy will come from, until you just go out on a limb and try your best. They payoffs are indescribable.
Absolutely - I enjoyed working with my student, but again, felt that perhaps he was just really busy and didn't have the time and accessibility to spend on this project.
I would definitely be a mentor again. I enjoy meeting the students and finding out about their lives and projects, as well as their aspirations for the future.
I had a pretty negative experience during this project. I put a good amount of time and effort into providing support and mentorship to my student but received barely anything in return. My student was apathetic, unmotivated, hardly ever gave me assignments to review, and I had to pull teeth to get him to ask me questions or allow me to actually help him out. It takes effort from both ends for this program to work. I recognize that if I were to participate again, I may well be matched up with a more eager student, but I've lost my own enthusiasm for the time being.
This is a great program, but it was hard to make the messages personal and follow a specific line of discussion. For instance, if I had 3 points I wanted to cover in a message, it made it really hard to get a response to all three points from the student. This was a great experience, and I learned more about my mentee's career than I knew before, but I also learned that I prefer to work with a student in person to help them through their careers. I hope I made an impact, but I also don't feel like I was able to communicate as well as I could have with my student nor, unfortunately, was I able to invest the level of effort and time due to work priorities.
I think the mission is good. We just need to motivate our students a bit better.
See previous survey
I still feel like I am making a positive difference so of course I'll keep doing it.
The most rewarding aspect of participating.
nothing on this project
The most rewarding aspect is always being able to hopefully help someone.
Getting to know students
Seeing Jackie's confidence in herself grow as she tried new things and met new people. Also hearing David's confirmations about what he say in Jackie's potential and opportunities open to her was very rewarding for me.
Having my student decide what would be really rewarding in a career in the future, but also being open to possibilities as they arise.
I learned from my student! It opened my eyes to other careers in researching with him.
Working with a student that didn't see all their options and helping them look at those options.
The most rewarding aspect being able to share my advice about certain things I found challenging when I was doing my career and job searching. It was great to see that someone else could learn faster what I had to learn by experience. Thank you very much for the opportunity to help mentees and students! You're doing great work!
Frequent interactions with the student
It is always working with the students. Learning about them and their projects, watching them grow through the year, sharing in their success.
being a unique resource to a studenty who might not otherwise have.
Being able to hook my mentee up with real professionals in the social work field and then discuss their answers with her was a big influence on her, and very rewarding to see. It made her rethink whether social work was a good career for her right out of college and she reassessed whether she wanted to shift her focus. I think this realization is just as valuable as those students who have their career ideas cemented by interviewing professionals in their chosen field. Ruby hadn't really considered how difficult it may be as a social worker, but more had the usual nebulous idea that she wanted to 'help people' - this project helped her clarify how she could use her skills and talents in that regard without necessarily having to enter the field of social work as a full time career.
Watching Rose grow in her understanding of what she'd like to do and then her commitment in getting there.
The most difficult aspect of participating.
The student did not follow through on the assignments
The most difficult aspect of participating was trying to break through the student/teacher mentality which created a barrier that informed the communication between us so it felt that the student was simply giving me the answers that he felt I wanted to hear, rather than being engaged in the discussion/questions, etc.
Responding frequently
Email Communication is slow.
I felt like my student was not really interested in this program. He already knew about the profession and didn't want me to help him do further research. It was very frustrating. He also didn't respond much. When trying to be a backup mentor for others in this class, I noticed a couple students say they were forced into it and I wonder if my student was, too. That does not make for a good experience. I would not do this class again.
Funny to say, but it was a bit difficult for me to keep up! I heard from Jackie several times a week, and always wanted to respond quickly. This was sometimes difficult as I hadn't originally accounted for that much time in my schedule. I'm still glad it went as it did though.
Having a concrete sense of what my student always needed from me in terms of his project step, timely communication/computer access for my student.
Not getting to see his work, and not really sure if he was doing it or not, so some of what I communicated received action and some probably didn't.
Keeping a cadence with messages.
Messsaging two times a week was more difficult than I had previously thought. I wanted to make sure that what I sent back was thoughtful and it usually took more time than I anticipated to do that. It was great to communicate back and fourth, but as I mentioned earlier, it's very hard to track conversations and follow up on items that get mixed in the system. I would suggest creating discussion platforms for each separate step of the program so that we can submit relevant messages to that aspect of the project (i.e. Thank You Letter, Interview Questions, College Research). Right now, it all get's lost in the mix and when you're trying to get a response from a student, it's a lot easier to follow up.
lack of response from professionals we tried to contact
None.
keeping up momentum when the student wasn't very engaged.
Nothing in particular.
none
First time you've been part of a formal mentoring program.
15 - No
4 - Yes
