Use our Diversity Database Update Form to submit changes to your program.
Community Connections Mentoring Program
Student Engagement
Groups Served
Collegiate, Faculty, Graduate, Postbaccalaureate, Postdoctoral, Staff
Program Website
Visit the Program Website
Contact Information
Sinclair, LaTia
[email protected]
404-413-1584
Address
55 Gilmer Street
Atlanta, GA 30303
Building
Student Center East (SC)
Campus
Atlanta
Funding
Institutional Funding (e.g., President's Office, Provost Office, College or Academic Unit, Departmental Funding)
Overview
Are you a Student of Color? First Generation? LGBTQ? Could you benefit from a mentor or support network at GSU? The Community Connections Mentoring Program (C2) is a unique opportunity designed for YOU to feel a sense of belonging and help you be successful from college to career. Connect with other students, meet and be mentored by upperclassmen peers, faculty/staff or community partners and engage in personal growth, leadership development, career readiness and more.
Benefits
Each student will be mentored by a professional
Each student will attend special events on campus and off campus
Each student will get career development advice
Each student will participate in different workshops
Each student will develop networking skills
Supplemental Materials
Not Applicable
Discipline Focus
Diversity Group ( Social Identity)
First Generation, Gender, Military/Veteran Status, Political Ideology, Race/Ethnicity, Religion, Sexual Orientation, Socioeconomic Status
Race/Ethnic Group
American Indian, Asian, Black, Gender, Hispanic/ Latinx groups, Multi-racial, Pacific Islander, Alaska Native, Native Hawaiians
Program, Initiative, Policy or Sponsored Award Category
Priority 1: Academic Initiative
Established
07/01/2014
Number Served
0-50
Notable Alumni
Research Components and Activities
Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase)
Additional Research Components, Roles and Responsibilities
You can expect regular contact with your mentors, access to campus programs, off-campus events and services only for program participants.
Self-efficacy Emphasis
Networking events with mentors and helping the student to get through the journey of being a college student
Acknowledgement/Affirmation of Identity, Strengths, Needs
Dialogue on the importance of mentoring
Sharing of resources between mentor and mentee
Fostering strong relationships with mentor and mentee
Examples of Inclusionary Practices and Activities
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentors provide psychological and or emotional support, Mentors exchange social displays of scientific knowledge and practices, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Events will allow the student to expand their horizon and Evaluations will provide important feedback
Evaluation Methods
annual performance report, program survey(s)
Anticipated Participant Outcomes
attendance, increasing academic skill area (s),persisting through current degree program, mentoring program alumni, persistence in research (e.g., applying to other research programs, completing other mentored research experiences)
Outcome Milestones
# of students who move on to the next level of their academic career
Key Performance Indicators
#of successful mentors and mentees and #number of students are who are more actively engaged at the university and #number of students
Program, Initiative, Policy or Sponsored Award Category
Priority 1: Academic Initiative
Established
07/01/2014
Number Served
0-50
Notable Alumni
Research Components and Activities
Mentored research experience(s), Program sponsored (in-house) professional development sessions/ coursework (e.g., workshops, test preparation, mini-courses, specialized course, conference presentations, resume/cv building, tutoring, professional development etiquette), Funding to attend professional development sessions/coursework (e.g., conference travel, professional development session/coursework registration fee, application fee waiver, book purchase)
Additional Research Components, Roles and Responsibilities
You can expect regular contact with your mentors, access to campus programs, off-campus events and services only for program participants.
Please describe how your program addresses self-efficacy (one's beliefs in their own ability to execute behaviors necessary to perform) in its participants?
Networking events with mentors and helping the student to get through the journey of being a college student
How does your program acknowledge or affirm individuals’ different identities, strengths, or needs?
Dialogue on the importance of mentoring
Sharing of resources between mentor and mentee
Fostering strong relationships with mentor and mentee
Inclusionary practices/activities utilized in your program:
Specialized Curricula/Workshops (e.g. training for participants, directors and/or faculty on imposter syndrome, implicit bias, microaggressions), Structured Dialogues and Interactions (e.g. lab discussions, one-on-one sessions, virtual dialogues), Orientation (e.g. reviewing norms, expectations, structures, goals and/or protocols), Creation of a Safe space/ climate/environment
Participant Empowerment
Coaching, Institutional alliances, Knowledge transfer to the community (e.g., parents, peers, stakeholders), Mentoring opportunities
Mentoring Components
Mentors are peers of program participants (near-peer, tiered peer, etc.), Mentors provide regular scheduled meetings with mentees, Mentors provide psychological and or emotional support, Mentors exchange social displays of scientific knowledge and practices, Mentees are given information about academic customs, pitfalls, departmental politics and taboos, Mentors provide support with goal setting and or career planning, Mentees are allowed to attend events with mentors (i.e., dinners, social events, conferences, retreats), Mentors provide support with academic or discipline specific knowledge through direct teaching, Mentors provide mentees with access to academic resources (e.g. precollegiate/collegiate/graduate/postdoc/ faculty training; standardized test preparation; writing workshops, research workshops, tenure and promotion information), Mentor recognizes the value of the mentee. (i.e., co-authorship, graduate school/employment references)
Opportunities to Privilege Voice
Events will allow the student to expand their horizon and Evaluations will provide important feedback
Evaluation methods are used to substantiate the program’s outcomes:
annual performance report, program survey(s)
Anticipated participant outcomes for your program:
attendance, increasing academic skill area (s),persisting through current degree program, mentoring program alumni, persistence in research (e.g., applying to other research programs, completing other mentored research experiences)