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. As part of research conducted by the Central Piedmont Office of Planning and Research, 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.
- 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 email.
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 mentees 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.