The College of New Jersey

How did you develop friendships?

What kept you friends?

How important were those friendships?

Numerous studies have noted the effectiveness of mentoring, but research on mentoring has not paid close attention to the use of peer mentoring to improve learning outcomes for students with disabilities.

Peer mentors are friends, role models, guides, and above all, peers. They are not teachers, disciplinary figures, instructional assistants, behavior modifiers, or supervisors.

Students teaching other students is frequently more effective than teachers teaching students.

-Prater, Bruhl & Serna, 1999

Schools known to use peers for mentoring have been shown to create a more favorable school climate. Some schools have even shown a decline in the dropout rate and an increase in the average daily attendance rate.

-Stader & Gagnepain, 2000

Most students in peer-mediated programs have demonstrated improvements in

self-concept; growth in social skills; increased understanding of human

differences; increased tolerance for others; and development of personal values,

interpersonal acceptance, and friendship.

-Kamps, Kravits, Stolze & Swaggart, 1998

Supportive, safe learning environments (including those involving peer collaboration) engage the emotions in a positive way and stimulate attention, meaning, and memory in the brain. (Sousa, 2001)

Mentors come from all departments on campus

Currently about 60 mentors provide support for 32 students with disabilities

Mentors model social skills, while supporting student involvement on campus

Mentors provide academic support with inclusive TCNJ classes

Mentors learn best practice in teaching, curriculum development, adolescent development, self–determination and employment supports

Academic IntegrationSocial Integration

Inclusive class support◦ Note taking◦ Assignment clarification◦ Class participation

Tutoring◦ Pre-teaching◦ Computer Lab

Assignment completion◦ Organization ◦ Editing

Clubs◦ Anime◦ Bowling◦ Circle K

Sports ◦ Field Hockey◦ Football games◦ Tailgating

Campus Events◦ Musicals◦ Theater◦ Guest Lectures

Stage 1◦ Flyers and posters. Mentors were recruited through out

reach to campus organizations, clubs & student groups

Stage 2 ◦ Mentors recruiting mentors. Friends & classmates sororities

& fraternities, community service projects.

Stage 3◦ CCS student participation in courses and campus activities

generate interest and replace recruitment. Internships and Independent study are offered, bringing in students from the School of Nursing, Counseling, Psychology, Education,& Psychology

Module I 2 hour (before students meet mentees) Objectives: 1: To develop an understanding of the CCS program, its mission and outcomes 2: To develop an understanding of the mentorship role 3: To develop an understanding of the support needs of the CCS student

Module II 2 hours (mentors meet CCS students) Objectives: 1: To provide an opportunity/activity for mentors and students to share a common experience 2: To provide an opportunity for mentors and students to become acquainted with their common

interest 3: To develop an understanding of the roles and responsibilities of mentors/mentees

Module III 1 hour (on-going staff meeting 2x monthly) Objectives: 1: To provide an understanding of a mentoring plan 2: To develop an on-going mentor support network involving mentors and faculty 3: To provide mentors with problem solving skills

 

Inclusive class support for 8 CCS studentsFreshman Seminar FSP 121

Comments:

Provides one on one in class support for Asim in HES 160

Comments:

Krystal supported Louis in Nursing 220

Krystal met Louis in her Nursing class. Louis had a CCS mentor coming to class with him.

Krystal offered to provide the support “naturally” helping him in the class by taking notes and meeting with him after class to complete assignments and prepare for exams.

Krystal and Louis plan on taking a Psychology class together next semester (In the evening)

Increased self–confidence Improved social skills Increased technology skills Increased literacy skills Increased independence

Improved self-image

Rick Blumberg Ph.D. blumberg@tcnj.edu

Rebecca Daley M.S. daley@tcnj.edu Jerry Petroff, Ph.D. JerryGP@aol.com

For more information and a brief film clip please go to our webpage

www.tcnj.edu/~ccs/