Project Overview

3 - Improved math comprehension and ability
1 - Improved science comprehension and ability
10 - Improved written communication skills
9 - Improved basic research skills
10 - Improved project management skills
9 - Improved collaboration skills

4 - Better understanding of a professional work environment
1 - Improved awareness of post-secondary educational opportunities
0 - Increased desire to research and plan for post-secondary education
9 - Improved awareness of the value of a professional support network

3.40

0 - N/A
4 - Yes
6 - No

3.60

3.70

In future projects where some students do not move on to the next stage it would be helpful if a message is sent to the mentors of these students. After a communication saying that some students would move on I received no further communications. I therefore assumed that my student had decided to stop however there was no formal communication of this. I therefore didn't have an opportunity to write a final message to my student which I think is an opportunity missed.

n/a

Jolene and her sub did a great job of managing the project through difficult times.

Jolene and her sub did a great job of managing the project through difficult times.

I participated in this project last year also and it's a good one. The difficult part is that it tends to end rather vaguely as it's not known at the end of the winter semester whether students will qualify to participate in the next stage of competition. This means that we often don't see a final piece of work, but more importantly we don't get to really close things out with the student. It seems to happen in a rush in the last few days of the semester and it doesn't provide good time for reflection on the project.

In the future it would be helpful if mentors are given some guidelines from the teacher for what they are looking for in the projects. There were some things in my students project which may not have been appropriate in a formal project but which I felt were appropriate for the students age and engagement in the project. I don't know if the teacher felt the same way. I would like to feel in the future that I am supporting the teachers

Very well done.

I did not see the final version. Suggestions were sometimes not implemented.

My students won at the district level for their business marketing research project and are going to state. I'd say the quality's great!

My students won at the district level for their business marketing research project and are going to state. I'd say the quality's great!

The final project was good - I didn't see the final formal iteration but the pieces that I saw and helped my student to refine along the way were of a high quality and my student and her group worked very hard to make them of a high standard. Again - it would really help to have a model document for some of these projects. For example, where projects are aiming to be submitted to a competition, it would help to know the criteria/rubric or any examples that the competition organization puts out as a template for students. It would help us guide the students to write stronger pieces.

3.70

3 - No
7 - Yes

While both the student and I began with the best of intentions, it seemed as though both of us struggled to make the necessary time commitments to make the exchange very valuable. We both went through the motions but I felt many of my suggestions were given after the student had already submitted assignments or it was for group work that other students were responsible. I don't have any great insight on how to address these issues.

I appreciate being able to learn about other areas of America and how kids think.

I enjoy working with the students and helping them to see things a little differently, along with encouraging them to put forth more effort where needed.

I enjoy helping the students to communicate at the next level... for a professional audience.

My schedule doesn't allow for the time to mentor.

My schedule doesn't allow for the time to mentor.

See previous responses over many years!

I did enjoy the more informal exchanges that were more career-oriented and less about the particular project.

Being able to help a kid find ways to find answers to their problems.

Being a positive influence.

Helping the students and hearing about their successes.

Helping my students hone their project to make it high quality.

Helping my students hone their project to make it high quality.

Very enthusiastic student with strong communication skills - this always makes for a great partnership. My student was very receptive and open to feedback also and I feel that this type of project is definitely well suited to telementoring.

I didn't feel very effective when giving feedback on the project.

communication - while it is easy enough to dash off a message I want to make sure that my messages are easily understood and do not cause confusion for the student. I therefore spend extra time reading the message over a few times to ensure that it is the best I can do. Sometimes the website times out if I have had to take a break and then I lose everything that I have written. Very frustrating! So now I try to remember to copy the message if I need to take a break.

Consistently ensuring timely responses from myself to the student.

Making time for it.

Making time for it.

See above about the lack of closure on this project. In general I find that to be the case - projects wrap up in a fairly rushed way. The teacher plans always end with 'student will write a letter to mentor discussing the project...' - these usually take the form of much appreciated thank you letters, but I think we often miss the opportunity to have a good exchange with student/mentor about what went well and what could be done differently. I think this is an important reflection for students in terms of how they may have overcome obstacles and to take time to think through what they have learned for the next time they tackle this type of project.

10 - No
0 - Yes