Mentoring and Bridge

Mentoring and Bridge

The Office of Mentoring and Bridge was created in 2015 to be a pivotal access point that promotes entry, retention, and success for all students while providing essential and comprehensive services that support timely graduation. While emphasizing enrollment in under-represented, non-traditional, and male student populations, our office promotes and ensures program completion, academic competitiveness, and career readiness through various campus resources. Mentoring programs provide a structured and trusted relationship that brings a Central Piedmont student together with a caring instructor, staff member, or administrator who can offer guidance, support, and encouragement. Our mentors are dedicated to assisting our students in reaching their goals.

Mentoring is a structured and trusting relationship that brings young people together with caring individuals who offer guidance, support, and encouragement aimed at developing the competence and character of the student mentee. The presence of caring adults offering support, advice, friendship, reinforcement, and constructive examples has proved to be a powerful tool for helping young people reach their potential.

If you participate in a mentoring and bridge program as a mentee, your most important characteristic is that you be willing to commit the time and energy to grow and learn from a mentor. You must be devoted to developing skills that will enhance you academically, professionally, and personally.  A student mentee should be positive and excited about the mentoring process and put forth the effort required to receive maximum results, ensuring the program is a success.

Mentoring and Bridge opportunities include:

Faculty/Staff: Become a Mentor

A mentor is a teacher, guide, role model, and supporter. As a Central Piedmont faculty, staff, administrator, or community advocate, you can be a mentor for any of our programs within the Office of Mentoring and Bridge.

  • Mentor Requirements and Responsibilties

    In the case of higher learning, Central Piedmont has found that male students, especially minority male students, are less successful at post-secondary education in academic performance than their female counterparts. Research conducted by the Central Piedmont Office of Planning and Research indicates that successful minority male college students self-reported that a successful program targeting the needs of minority male students should focus on peer oriented programs, engagement activities to ground them in the institution, ways to help them stay focused on their studies and their future, study skills (tutoring), and a good role model (mentor).A mentor is often a more senior individual with an extensive knowledge base in human resources who volunteers to coach, guide, and counsel students on a variety of topics. A mentor provides support, encourages development, and challenges student mentees to stretch their limits. A mentor also shares experiences and wisdom to help student mentees determine their future career paths. While a mentor may be a valuable resource for networking opportunities and career development, a mentor is not responsible for providing students with internships or serving as a job placement service.

    Mentors will:

    • support student's goals
    • guide, direct, and encourage
    • provide an open learning environment
    • be people-oriented
    • be a good motivator and effective teacher
    • be respectful to others
    • be a good listener
    • build self-esteem

    General Mentor Requirements

    • be a Central Piedmont faculty, staff, administrator, or community advocate
    • adhere to the policies and procedures of Central Piedmont
    • be interested in working with young people
    • complete the application and screening process
    • be dependable and consistent in meeting the time commitments
    • attend mentor training sessions as prescribed
    • willing to communicate regularly with program staff, submit activity information, and take constructive feedback regarding mentoring activities

    While the mentoring relationship is considered to be a partnership where both parties contribute equally, the primary responsibility for initiating first contact falls with the student mentees. The student mentees should demonstrate their interest and commitment to the mentoring program by being proactive at this stage of the process. Initial contact should come in the form of a phone call to the mentor where the student and mentor arrange a time to meet and become familiar with each other’s background. It is important to establish and agree upon the goals and expectations of the mentoring relationship in this initial meeting or discussion.

    Mentor's Time Commitment
    • commit to spending at least two hours a month with your mentee
    • communicate with your mentee on a consistent basis through one-on-one meetings, phone, email, text,etc.
    • complete a mentor training session and additional training sessions
    • support our programs, events, mentor support groups, and program recognition events

    The amount of time invested in the mentoring relationship depends solely on the expectations set by both the mentor and the student mentee. Although it is expected that all participants understand the business and academic commitments of volunteers, we ask that only those who are interested in dedicating the time and effort required to build a solid and effective relationship participate in this program. We recommend mentors and student mentees be in contact at least four hours a month during their time in the mentoring program, however this can come in the form of face to face meetings, phone calls, or e-mail.

    One year is the suggested amount of time needed for mentoring, but the length of the mentoring relationship is also dependent upon the expectations of each individual mentor/student mentee pair. We recommend mentors and student mentee stay in contact with each other for the duration of the student’s time in the program.However, it is encouraged that student mentees continue communications with their mentors beyond graduation and throughout their professional career.

  • Process of Pairing Mentors with Mentees

    Interested students fill out the application and return the completed form to the program coordinator office located in the Central High Room 120 A. All new students will schedule an onboarding process, which is an informal conversation with the student to get to know their interest and explain the program. Students are then matched on the basis of their responses to questions focusing on areas of interest/expertise, qualities desired in a mentor/student mentee, and other background information. Mentors and student mentees will be notified of their pairing via e-mail, at which time they will receive a copy of the completed mentor/student profile and contact information.

  • Suggested Mentoring Activities

    Mentoring activities may include (but are not limited to): career path discussions, job shadowing, meetings over coffee or lunch, attending program sponsored events together, networking, development discussions, and volunteering for community service or human resource-related projects. The goal of these activities is to encourage mentors and student mentees to discuss current issues or trends in the field, enhance their professional networks, and exchange valuable ideas.

  • 12 Strategies for Effective Mentoring

    1. encourage the mentee to approach life and goals with enthusiasm and to be accepting of self and others
    2. encourage mentee to examine beliefs and ideals in an effort to establish personal values and goals
    3. encourage mentee to keep an open mind to ideas
    4. the interactions between mentor and mentee should be situations of sharing, caring, and empathizing
    5. encourage the mentee to use a creative problem solving process
    6. encourage the mentee to be an attentive listener and an assertive questioner
    7. encourage the mentee to become an independent thinker
    8. encourage the mentee to recognize individual strengths and uniqueness and to build on them
    9. assist the mentee in developing self-confidence
    10. stress that an individual be aware of the environment, be intuitive, be problem sensitive, and be ready to make the most of opportunities
    11. encourage the mentee to be a risk-taker and an active participant, not a spectator
    12. share with mentee the importance of being flexible and adaptable in attitudes and actions, looking for alternatives, and seeing situations/persons from different perspectives

    Adopted from “Mentoring: A Renaissance of Apprenticeship" from he Journal of Creative Behavior.