THE IMPACT AAPI PEER MENTOR HANDBOOK
ACKNOWLEDGEMENTS OF CONTRIBUTORS TO THIS GUIDE: CHRISTINE CHAI, KAREN CHOW, MARC CORONADO,
TOM IZU, TOM NGUYEN, KAREN OEH, APALI PROGRAM, LEAD PROGRAM
LAST UPDATED WINTER 2013
TABLE OF CONTENTS
Peer Mentor Job Description
Purpose of Training
What does it mean to be a mentor?
Knowing Your AAPI Student
Characteristics of a Successful Mentor
What does an IMPACT mentor do?
Mentorship One-on-One
Mentoring Skills and Tools
Setting Healthy Boundaries
Building Trust
Principles of Mentoring
Misconceptions About Mentoring
Resources on Mentoring
Appendix A: Ice Breakers, Energizers and Team-Building Activities
Appendix B: Expectations Activity
Appendix C: IMPACT Mentor/Mentee Evaluation
Appendix D: A-Z Program and Services Guide @ De Anza College
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PEER MENTOR JOB DESCRIPTION 1
The Impact AAPI Peer Mentoring Program is a year-round academic program. Impact AAPI students
from all majors at De Anza College may participate. The Impact AAPI Peer Mentor is a De Anza student
who provides leadership in the Impact AAPI community (e.g. APALI; LinC Courses). Mentors help new
students in making the transition to college life and learning how to succeed as members of the larger
community. They also assist in achieving the goals of the program:
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Understand issues in the AAPI community and their effects on all people.
Improve leadership skills, so that we can provide service to, and learn from, the communities we
serve.
Serve as a role model in order to share what It means to be an excellent student and valuable
community member.
Plan and facilitate activities, lead group meetings, coordinate events and provide educational
support.
Build a strong, lasting sense of pamilya/aiga/family/community that sustains all students during
their time at De Anza College and beyond.
Qualifications
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Must be an enrolled De Anza student
Must have a high school diploma.
Must be professional, punctual and respectful.
Must have a high interest and/or understanding in Asian American studies.
Compensation
Students selected to become mentors are eligible for stipends throughout the year.
Minimum Qualifications
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At least a 2.00 GPA
Must be available to attend Impact AAPI Mentor training prior to serving or at least during the
quarter in which mentoring role is active.
Preferred Qualifications
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Excellent communication skills
Superior time management and organizational skills
Strong interpersonal skills
Knowledge of their own major and college resources
Maintain a positive attitude
1 Adapted from LEAD Mentor Job Description, 6/2013
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Self-motivation
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PURPOSE OF TRAINING
If mentors are to succeed in their role as a trusted friend, specific skills and abilities are
required for developing healthy relationship with their students and in managing the inevitable
bumps in the road as the relationship grows. In general the purpose of our training
accomplishes four things:
I.
II.
III.
IV.
Clarify program policies, procedures, and expectations.
Reduces risk and establishes boundaries between mentors and students.
Prepares mentors for successful relationships with students.
Improves overall experience for both mentors and students.
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WHAT DOES IT MEAN TO BE A MENTOR?
“The fundamental task of the mentor is a liberatory task. It is not to encourage the mentor’s
goals and aspirations and dreams to be reproduced in the mentees, the students, but to give
rise to the possibility that the students become the owners of their own history. This is how I
understand the need that teachers have to transcend their merely instructive task and to
assume the ethical posture of a mentor who truly believes in the total autonomy, freedom, and
development of those he or she mentors.”
Paulo Friere, Mentoring the Mentor
“I like to be heard. A number of times in my life I have felt myself bursting with insoluble
problems, or going round and round in tormented circles or, during one period, overcome by
feelings of worthlessness and despair. I think I have been more fortunate than most in finding
at these times individuals who have been able to hear me and thus to rescue me from the
chaos of my feelings. I have been able to find individuals who have been able to hear my
meanings a little more deeply that I have known them. These individuals have heard me
without judging me, diagnosing me, appraising me, evaluating me. They have just listened and
clarified and responded to me at all levels at which I was communicating. I can testify that when
you are in psychological distress and someone really hears you without passing judgment on
you, without trying to take responsibility for you, without trying to mold you, it feels damn
good. At these times it has relaxed the tension in me. It has permitted me to bring out the
frightening feelings, the guilts, the despair, the confusions that have been a part of my
experience. When I have been listened to and when I have been heard, I am able to reperceive
my world in a new way and to go on. It is astonishing how elements which seem insoluble
become soluble when someone listens. How confusions which seem irremediable turn into
relatively clear flowing streams when one is heard. I have deeply appreciated the times that I
have experienced this sensitive, empathic, concentrated listening.”
Carl Rogers
“Without community, there is no liberation.”
bell hooks
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KNOWING YOUR AAPI STUDENT
Key Definitions
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Asian American and Pacific Islander: A broad umbrella term used to describe people having
origins in East Asia, Southeast Asia, South Asia, Hawai’i, Guam, Samoa, and other Pacific
Islanders; currently the U.S. Census includes 48 different ethnic groups under this term.
Ethnicity: groups of individuals who have a common culture, nationality, history or religion.
Race: group identification that is usually based upon certain physiological features such as:
skin, hair and eye color; hair texture; facial features.
Culture: the shared patterns of a society that are transmitted over time through
generations.
Classification of Immigrants in the United States
1. Naturalized Citizens are born outside of the U.S. and are granted citizenship through
the naturalization process.
2. Lawful Permanent Residents are non-citizens who are granted permission to
permanently live and work in the U.S.
3. Refugees and Asylum Seekers are non-citizens who are granted permission to live in
the U.S. because of a well-founded fear of persecution in their country of origin.
Refugees are granted such permission before coming to the U.S. whereas asylum
seekers request asylum status after coming to this country.
4. Undocumented immigrants have entered the U.S. illegally; stayed past a visa
expiration date; or engaged in activities outside their visa status.
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First generation immigrant: an immigrant that has directly come to live in the United States
from a foreign country.
Second Generation immigrant: an immigrant whose parents came to live in the United
States from a foreign country.
Country of Origin
The country of origin of an immigrant often provides important clues as to the social, cultural,
political and familial values that a student may possess. However, it is important to remember
that each country has enormous diversity with respect to language, faith, mores, values and
political conflicts among and within groups.
Therefore, as a peer mentor working with students from immigrant backgrounds, learning as
much as possible from listening, doing your own research, and following the tips and
suggestions found in this resource will help you to support your student needs.
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NATIONAL AND LOCAL CONTEXT
Nationally, AAPIs comprise five percent of the general population. The U.S. Census Bureau
projects that the AAPI population in the U.S., with ongoing immigration and geographic
concentration, will grow 213% between 2000 and 2050, increasing from 10.7 million to 33.4
million, or to 8% of the general population.
California, with the coinciding trends of increasing suburbanization and regional concentration
of AAPI populations, now includes 4.2 million AAPI persons. The home of De Anza College,
Santa Clara County, has recently become the county with the highest concentration of AAPIs in
the continental U.S.
In 1970, the population of Santa Clara County was 94.3% white and 2.9% Asian (mostly
Japanese and Chinese). Since then, the presence of AAPIs in the county has increased
substantially – 8% in 1980; 17.5% in 1990 – with large increases among Asian Indians, Filipinos,
and Vietnamese.
AAPI STUDENTS AT DE ANZA 2
For three decades, De Anza College has been at the forefront of post-secondary education for
Santa Clara County’s AAPI community: 573,000 of the 1.8 million county residents in 2010.
Today, with AAPI students comprising 39% (9,300+) of the student body and primarily from
eleven different ethnic backgrounds, De Anza faces the challenges of meeting their wideranging and culturally shaped educational needs:
Except for one uncle, who is a research scientist, all the men in my family – father, grandfather,
uncles, older brother and cousins – are engineers. ~ 3rd Generation Chinese American Male
My parents fled Vietnam on a boat only to be attacked by pirates. I must work in the family
store.
~ Vietnamese American female
My grandmother told me of the horrors of the killing of the Khmer Rouge. To stay alive, she had
to pretend she could not read. IT is my grandmother who most wants me to get a college
degree. In our program, no one’s parents went to college.
~ Cambodian Male
I do not want to be a nurse and work at the hospital like my cousin, as my father is insisting. I
want to study computers or maybe environmental science.
~ 2nd Generation Filipina
2 For more on this subject, watch IMPACT APPI Video Modules found on De Anza iTunes and refer to corresponding lesson plans/resources.
Links to both video and lessons can be accessed via http://www.deanza.edu/impact-aapi/staffdevelopment.html
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CHARACTERISTICS OF A SUCCESSFUL MENTOR
THE POWER OF PEER MENTORING
AAPI Student Needs
 Self-confidence
 College success skills
 Emotional support
 Empowerment
 Social & community support
How Peer Mentors Impact Student Success
 Role model
 Advocate & leverage campus resources
 Listen
 Offer encouragement
 Have fun
As an incoming college student, what were your needs and expectations? Can you relate to
some of these issues? What do you wish someone had told you about college?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
Who do you go to for support in life – and why? Does your mentor have any of the qualities
below?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
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Caring
Good listener
Provides leadership
Reliable (e.g. shows up on time)
Committed
Nonjudgmental
Discreet (will keep information confidential)
Patient
Friendly
An advocate
Does not attempt to replace family or guardian
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WHAT DOES AN IMPACT MENTOR DO?
Basics for Mentors in the IMPACT Classroom3
What follows are the best practices that we find help create a supportive, engaging classroom
culture. We encourage innovation and feedback. Please feel free to adapt these ideas to your
own style and curriculum needs.
In all IMPACT classes we strive to:
1. Creating pamilyas/aigas/community – Students work in small, consistent groups
throughout the quarter. 5 students in each pamilya is ideal, but the group can have as
few as 3 and as many as 8 members and still be effective. Pamilyas sit together
routinely and work together on discussions, conducting class presentations/discussions,
peer review, joint in-class projects, service projects, etc. Your pamilyas will be given
class time to talk to one another, bond, and plan during every class period.
2. Providing space for students to teach students – Pamilyas/aigas have a significant role
in teaching the course material to one another. We recommend the mini-workshop
format where students in a pamilya/aiga break up an assignment and teach pieces of it
to the other pamilyas/aigas in a jigsaw style, but there are a variety of ways to engage
students in teaching one another. Students teaching students will be a major feature of
the classroom culture.
3. Promoting a culture of mentorship -- Whenever possible, we will place up to one
mentor per pamilya/aiga (this is often NOT possible). Mentors are NOT tutors or
graders. Your job is to teach the culture of IMPACT, connect students to campus and
community resources, facilitate service projects, and help students be successful in
IMPACT classes. As such, you will be given some input into the students’ final grade.
Students and Mentors complete a reciprocal evaluation at the end of the quarter. (We
have a form for this.)
4. Providing faculty support for mentors -- You will attend weekly Mentor meetings with
the instructor. This will help instructors connect with the mentors who serve in their
classes. If you cannot attend these meetings, please let the instructor know in order to
plan a separate, regular, weekly meeting with you so that they can help you facilitate
the work in their classrooms.
5. Getting out of the classroom -- Instructors are strongly encouraged to plan one field
trip that ties into the course curriculum. We find the field trip to be one of the most
effective ways to help the pamilyas and the class as a whole build relationships with one
another. Students also write about what they learned on the field trip as part of their
course assignments. The field trip can be something as simple as going to see a film
together or a visit to the farmer’s market, or as elaborate as attendance at a student
3 Adapted from LEAD training documents, 6/2013
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conference, a day-trip to Angel Island or the I-Hotel, or a visit to AACI (Asian Americans
for Community Involvement) in San Jose. If it’s not possible to organize an off-campus
field trip, consider a relevant on-campus field trip…. To the Euphrat Museum of Art, the
Kirsch Center garden, Child Development, a Faculty Senate meeting, etc. The idea is to
connect what students are learning in class to the larger world.
6. Sharing food in the classroom -- We encourage students to bring and share food in our
classes. Again, this is part of what successful families do; sharing food promotes healthy
relationships. We also emphasize cleaning up after ourselves both in the classroom and
at all events we attend, reflecting a respect for the environment and for people who
provide service to us.
7. Making your students work public – Service that includes public presentation of
experiences and research findings promotes critical thinking and enhances overall
student engagement. Consider holding a public event where collaborative work is
presented and discussed with an audience who is unfamiliar with your topic. Then,
welcome questions and intellectual challenges, and encourage dialogue among all
present.
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Mentorship One-on-One
Mentors should try to spend time with the students. This time can be spent in different ways,
but allow for flexibility so that each pair (mentor/student) can identify activities that are fun
and meaningful for both individuals. The following are typical activities that mentors and
students have done in the past:
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Talk. Tell you student those things that you wish you’d known when you were just starting
out in college. You can do this anywhere, anytime – over lunch, through Facebook or email,
at a campus event. But don’t forget to emphasize listening to the student’s stories and
concerns.
Ask questions. Incoming students still unfamiliar with the college environment have lots of
questions, but often they need someone to ask them, “What do you want to do with
yourself in college? What are your dreams?” They often appreciate good listeners that are
skilled at initiating such conversations.
Attend recreational or cultural activities. Many students are not exposed to enriching
activities such as visits to the history center, plays or sporting events. These experiences can
stimulate their curiosity and encourage students to pursue new areas of learning.
Attend student activities. If you are involved in any clubs or student organizations,
encourage your students to visit, see you in action and meet new people.
Do things in a group. We encourage mentors to join in activities with other mentors and
students. Students enjoy meeting each other and having mentors there to support and
structure these interactions.
The preceding is a list of suggestions, and it not intended to limit creativity. All ideas are
welcomed. The goal is to provide the kinds of experiences that a regular college environment
does not include. The more college success skills that a mentor can provide, the more the
student will learn and grow.
Overall we want mentors who can demonstrate the following traits:
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Serve as a positive example
Support students to increase their self-understanding and self-confidence, improve college
success skills, and encourage campus involvement.
Help students to identify campus resources.
Impart time management skills to students.
No mentor is expected to organize activities alone. Please consult with an IMPACT counselor or
IMPACT AAPI staff member for help organizing activities.
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MENTORING SKILLS AND TOOLS
STARTING THE RELATIONSHIP
Have your first few meetings somewhere where it will be easy to talk. Pick an activity that lets
you have fun while also offering chances to talk and to introduce yourselves to on another.4
Clarify expectations and ground rules. Spend some time talking with your students about the
rules of the program, the expectations each of you has around the relationship, and the
attitude the student has about the program. Also, consider creating a contract or agreement
between you and your students.5
Have some icebreaker questions ready.
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What do you look for in a friend?
How do you deal with stress?
What do you hope to do in five years?
Be consistent and reliable. Honor your appointments, and remain consistent about when and
where you’ll meet even if the young person is not.
Establish confidentiality. The mentor should let the students know that whatever he or she
wants to share with the mentor will remain confidential, as long as what is being discussed is
not going to harm the student or someone else.
COMMUNICATION
Effective listening is mostly a matter of effort. The mentor must be willing to turn off his or her
own thoughts and concentrate on the mentee’s answers. Effective listening happens when
mentors:
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Pay attention to their body language. Are they in an inviting position? Or they subtly telling
the mentee something else?
Make eye contact. This makes some students uncomfortable, but it always lets them know
that you are engaged and present with them.
Do not interrupt.
Do not plan out what to say next while the mentee is talking.
Listen for attitudes and feelings, not just words.
Paraphrase student responses and highlight the main idea. It lets the student know that
they have been heard, and it also gives them the chance to clarify anything that was heard
mistakenly.
4 For resources and ideas on “Icebreaker” and “Energizer” activities, refer to Appendix A.
5 Sample “Expectation” activity in Appendix B.
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SETTING HEALTHY BOUNDARIES
Part of building a successful relationship with your student means understanding the limitations
of your work as a mentor. This is often driven by unexpected behavior on the part of the
student. Some mentors may find the idea of setting boundaries to be hard, mean, or
controlling. In reality, boundaries are important for helping students feel safe and protected.
Most importantly, they help to protect not only the students, but also the mentors and the
program.
A mentor is …
Caring
A Good Listener
A leader
Reliable
Committed
Nonjudgmental
Discreet
Patient
Friendly
An advocate
Does not attempt to replace family/guardian
A mentor is not…
Insensitive
Distracted
Negative
Flaky
A martyr
Psychologist
A gossip
Impulsive
“-friends”
An ATM
a surrogate parent
Mentors are not professional counselors. Effective mentors know their limitations and this
knowledge will add to your self-confidence as a mentor. Whenever mentors feel as if they’re “in
over their heads” or are unsure of how to help a student with a personal issue, they are
encouraged to seek out Impact AAPI staff immediately. The following is a list of situations in
which mentors should ask for help immediately:
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If the student begins to talk about life not being worthwhile, appears depressed (e.g.
sadness, fatigue, drastic change in behavior), or talks openly about suicide.
If the student threatens to kill or harm someone else.
If the student mentions being sexually or physically abused.
If the mentee begins to “act strange”, such as talking without making sense, or mentions
hearing or seeing things that are not there.
In other words, effective mentoring can be characterized as:
• a sincere desire to be open to the diverse needs of students:
• belonging to a village where wise elders teach their children, such as to swim in a river
inhabited by crocodiles;
• student-centered;
• relationship-building;
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• related to, but not synonymous with teaching, advising, tutoring, counseling;
• continually growing and open to ongoing learning (both the mentor and mentee);
• collaborative, not hierarchical;
• a passionate involvement with the well-being of students and community;
• invitational rather than adversarial.
*Feedback and evaluations are another good way of keeping things in check both for the
Mentors and Mentees.6
6 A sample copy of a Mentor/Mentee evaluation can be found in Appendix C.
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BUILDING TRUST7
Items to work on that will build trust:
1. Being fully present with your mentees. In other words, when you are with your
mentee, you are WITH them. You are not there to fulfill an obligation or to make
yourself feel good. You are also not distracted by thoughts of work, home, or your own
family. You don’t use your cell phone except in an emergency or to let someone know
you will be late (and even then, you excuse yourself to your mentee).
2. Seeing your mentee as a person. Your mentee is not a project, and you are not there to
“straighten them out.” This means getting to now the mentee first, and then
responding according to WHO they are, not who you are. Discover their uniqueness as a
person, and how they are gifted. Encourage them in their unique and gifted areas.
Also, your mentee is not a child so don’t treat her/him as such and don’t refer to them
as your ‘kids.’ It can seem belittling, disrespectful, and, possibly untrue since some of
your mentees may even be older than you.
3. Consistency. A big trust-builder is consistency. Keeping your visits with the mentee
consistent, even when they are being inconsistent, is key. If something does come up so
your visit has to be at a different time, call/text at least a day or two in advance and
reschedule. It’s also very important that you always follow through with things you say
you will do. If you say you’ll help them with something on your next visit, do it.
4. Be yourself. Don’t try to come off as the “perfect mentor” in the mentee’s life. On the
other hand, don’t dump all your problems on the mentee. Just be authentic. Be
transparent enough so that the mentee sees that you make mistakes, too. The
important thing is that you learn from mistakes. Avoid phrases like “I would never…” or
“I always…”
5. Set a good example. Be an example of a trustworthy person. For example, don’t
divulge things that others told you in confidence. Don’t “fudge” the rules of the
program. If you meet out in the community, treat those you encounter respectfully –
for example, treat servers at restaurants with patience and respect and leave a decent
tip. Your mentee notices everything you do.
Additional suggestions:
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Always listen to the mentee’s complaints, and don’t put the mentee down for feeling
what he/she feels. You’re hearing about the world she/he lives in – soak it up.
Use as much empathy as possible, saying things like “I hear you” or “that must be
difficult” or “I know that’s difficult, I have had similar experiences.” BTW, according to
Dr. Victor Rios, empathy = ‘at promise’; sympathy = ‘at risk’.
Do not say things like “I can’t believe they would do that to you” or “how can anyone be
so mean” – that is taking sides.
7 Adapted, with permission, from L. Villarreal, Save Our Youth Training Manual, Denver, CO: Save Our Youth, 2005
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PRINCIPLES OF MENTORING8
Principle #1: You are not alone
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Remember you are not in this relationship alone.
The relationship involves, you, your mentee, and your mentor supervisor.
Principle #2: Be consistent
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Many mentees live in a world where they have no consistency.
Their day is often determined by the urgent and there is no feeling of security or
stability but rather a feeling of insecurity.
There may not be a place or person with whom they feel safe. They find it hard to trust
anyone.
They don’t plan because planning and looking forward to something has only brought
them disappointment in the past.
They will test you to find out if you are going to follow through.
Principle #3: Be persistent
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Building trust takes time and work. A realistic expectation for forming a trusting
relationship is eight months.
Don’t take it personally if your mentee pushes you away. Most mentees have been let
down time after time in their lives. Therefore, they have built walls around their hearts
and find it very difficult to trust others.
Principle #4: Be a safe person
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It is important that you allow your mentee to be herself/himself.
Many mentees are in situations at home where they are often asked to take on adult
responsibilities such as caring for their younger siblings, taking care of the house, paying
bills, or interpreting for parents. Because of this, they have a deep need to have fun – to
just be a kid.
It is also important to encourage your mentee to grow. Her/him fear of failure and
disappointing you may cause her/him to resist making changes. The very thing that may
enable her/him to move forward is the knowledge that you will accept her/him no
matter what happens.
Principle #6: Be patient
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Mentoring is all about relationships.
Both you and your mentee are unique people.
8 Adapted from L. Villarreal, Save Our Youth Training Manual, Denver, CO: Save Our Youth, 2005
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Establishing a relationship that helps your mentee will require you to be yourself. “I
know I could trust you when I saw you treating other people the same way you treat
me. I knew that the person I knew was the real you.”
Principle #6: Be patient
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As in all relationships, a mentor must earn the right to be heard.
Sometimes when we are given a title (of mentor) we are tempted to rush in and assume
a relationship, a familiarity, before we have earned it. In addition to alienating your
mentee, this is a bad example of how to establish a healthy relationship. Be patient.
Principle #7: Be ready to take advantage of teachable moments
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Often some of the most valuable breakthroughs are made when teachable moments
occur and we use them.
Principle #8: Be aware of your mentee’s goals vs. your own goals
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The mentoring relationship is not about you.
Because many adults are goal-oriented, they enter situations – even relationships – with
expectations and goals in mind. They then go about the business of striving to reach
those goals.
If you are unaware of what is important to your mentee and insensitive to her/his goals,
you will be seen as just someone who has an agenda.
In order to trust you, your mentee must know that you care about her/his chosen goals.
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MISCONCEPTIONS ABOUT MENTORING9
Misconception: In college, you need to be an older person with gray hair (or no hair) to be a
good mentor.
Reality: In college, mentors can be young or old. Some of the most outstanding mentors of
students are fellow students, or Peer Mentors, with the right guidance and/or training.
Misconception: Mentoring only happens one-to-one on a long-term basis.
Reality: Mentoring occurs in many different ways. Some mentoring relationships are traditional
relationships involving a one-to-one setting over a long period of time. But effective mentoring
can also occur in a group setting or even through a single encounter with a student. We
encourage all our mentors to see each interaction with students as an opportunity for
mentoring and to think about ways to infuse mentoring into your daily work.
Misconception: Mentoring programs at colleges are for high achieving students.
Reality: All college students need mentors, but according to research, faculty in universities
spend most of their time working with high achieving students. In the late 1960s, students and
community activists created programs like EOP to open opportunities in higher education for
low-income, first-generation college students and to provide students with necessary support
services such as mentoring to help them succeed academically and serve their communities.
This opportunity is central to the mission of our practice of mentoring and to ensure that we
meet this responsibility for all of our students.
Misconception: Only the person being mentored benefits from mentoring.
Reality: By definition, mentoring is a reciprocal relationship where both the mentor and
mentee learn from each other. True mentors are those who have developed the wisdom to
learn from those they mentor.
Misconception: Mentors and IMPACT faculty and staff already have a lot of responsibilities and
do not have the time to take on extra responsibilities relating to mentoring.
Reality: Mentoring is not a separate set of activities that is different from our other job
responsibilities. Mentoring relates to consciousness about one’s work and as a trusted ally to
students. Without this consciousness, staff and faculty could be perceived by students as
focusing on top-down approaches that base decisions on rules, regulations, and procedures.
We don’t need more bureaucrats. We do need people who are student-centered and who can
see and nurture the potential in others.
9 Adapted from CSUN EOP Staff Mentoring Handbook
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Misconception: By calling yourself a “Mentor,” you become a mentor.
Reality: Not all who work with students are mentors, even if they have that job title. Mentors
are those who have developed consciousness about mentoring and in their interactions with
students demonstrate respect, patience, trustworthiness, and strong communication skills,
especially listening skills.
Misconception: To become a mentor requires a lot of time and a lot of work.
Reality: Becoming a mentor requires a change in consciousness —i.e., how you think about
yourself and how you think about others. Workshops and training sessions can help
experienced students to develop this consciousness. Mentoring is not a matter of working
harder or longer or adding to your job responsibilities, but seeing your work differently.
Misconception: At college, one staff mentor can help only a limited number of students.
Although a mentor may want to help large numbers of students, the cold reality is that she or
he can only work with a select few.
Reality: Each interaction with a student is a mentoring opportunity, even a single encounter
with a student. The key is to develop consciousness about the importance of mentoring in your
interactions with fellow students and to infuse this consciousness in your daily work whether
you act as a tutor or advisor. Also, it’s important for mentors to see themselves as part of a
network of other mentors — as part of a Community of Mentors. To effectively help a particular
student or a group of students, a mentor can draw upon this network or community. Mentoring
occurs in a community, not in isolation.
20
RESOURCES ON MENTORING
Mentoring peer resources
http://www.mentors.ca/mentor.html
Mentoring Guides from the University of Michigan
http://www.rackham.umich.edu/StudentInfo/Publications/FacultyMentoring/Fmentor.pdf
http://www.rackham.umich.edu/StudentInfo/Publications/StudentMentoring/mentoring.pdf
Formal mentor programs
http://www.ed.gov/pubs/OR/ConsumerGuides/mentor.html
Teacher mentoring resources
http://www.middleweb.com/mentoring.html
Mentoring categories
http://www.teachermentors.com/MCenter%20Site/MCategoryList.html
Mentoring resources and links
http://www.mentors.net/Links.html
100 mentoring tips for teachers in science
http://www.brown.edu/Administration/Science_Education/100Tips/mentor.html
21
Mentoring in Faculty Development
http://www.mcw.edu/edserv/facdev/mentor.html
The Brain Lab: Teaching resources based on brain-based learning
http://www.newhorizons.org/blab.html#resources
Other Resources:
Teaching to Transgress: Education as the Practice of Freedom, bell hooks
Pedagogy of the Oppressed, Paulo Freire
Teaching About Asian Pacific Americans: Effective Activities, Strategies and Assignments for
Classrooms and Communities, Edith Wen-Chu Chen, Glenn Omatsu, Allen Aquino, Wayne Au
(July, 2006)
Student Engagement Techniques: A Handbook for College Faculty, Elizabeth F. Barkley
The Four Prisons, Glenn Omatsu
IMPACT video modules and lesson plans for Staff Development:
http://www.deanza.edu/impact-aapi/staffdevelopment.html
22
Appendix A
ICEBREAKERS, ENERGIZERS & TEAM-BUILDING ACTIVITIES
The Basics
This section includes a variety of icebreakers, energizers and team-building activities for use at
your meetings. These are some suggestions on ways to have some fun, establish trust and build
shared experiences between group members.
Team building activities and icebreakers are fun ways to start the process of building a strong
team based on positive relationships. They can allow group members to get to know each other,
practice different styles of communication, make group decisions, solve problems, work with
people they wouldn’t ordinarily, test leadership skills, and laugh together. Energizers can help
renew the group or release tension that may develop.
Initially, the adult leader assumes responsibility for creating a safe comfortable group
environment, however it is essential that the youth are part of maintaining positive group energy.
As the group becomes more established, youth can assume the role of planning and facilitating
energizers and team-building activities. This is an excellent way to involve youth in the group
and to foster leadership skills. The adult may need to work with the youth to develop skills in
assessing the group so they can effectively plan and facilitate activities.
Some key points to keep in mind when planning team-building activities include:
 Most students need to feel part of the group. In order for youth to have a positive
experience and remain active in the group, they need to feel like they belong.
 Establishing trusting relationships between youth takes time and commitment. Have a
variety of on-going opportunities for youth to get to know each other and work together
in different ways.
 It helps to start out with less threatening activities. Touching each other (eg. holding
hands, etc.) can be uncomfortable for some.
You might try out an activity where students select their own partner or use small groups, and
advance from there. Of course, youth always have the right to pass.
23
ICEBREAKERS
I. Group Profile
Materials: newsprint, markers, tape
Preparation: Trace an outline of the human body on newsprint. List the following topics outside
the outline next to the coordinating body part:
Head: dreams or goals we have (for our community)
Ears: things we like to listen to
Eyes: how we like other people to see us
Shoulders: problems young people may have to face.
Hands: things we like to make or do (with our hands)
Stomach: things we like to eat
Heart: things we feel strongly about
Right foot: places we would like to go
Directions: Post outline of body on the wall. Invite participants to come up to the poster and
write things or pictures to represent each area for them. This is done graffiti style, free form.
After everyone has had a chance to participate, ask for volunteers to report to the group on what
is listed.
Discuss:
 What are common interests? Shared goals? Dreams?
 Were there any themes?
 What are the things we feel strongly about? How do these relate to our group’s work?
II. Honey, I Love You
The group forms and sits in a circle. Ask for a volunteer to start the game. That player
approaches one person and says, “Honey, I love you.” That person must respond by saying,
““Honey, I love you, but I just can’t smile.” If that person smiles while speaking these words,
he/she becomes “it.” If the person does not smile, the player who started out must approach a
new person until he/she makes someone smile. “It” is not allowed to touch a player as he/she
speaks, but anything else is fair play. This is a funny one, but participants should have worked
together first and have some level of comfort with each other for it to work!
III. Incorporation
Explain that this game is about forming and reforming groups as quickly as possible. Don’t
worry if you are not even into the first group by the time the next group is called, just head to the
next group. The idea is to meet many different groups of people as fast as possible. Get into a
group of three…go!
Other suggestions:
 A group of five with everyone having the same color eyes as you.
 With the same last digit in their phone number as yours.
 Wearing the same size shoe as you.
 Get into a group of three people and make the letter “H” with your bodies.
 Find everyone else born in the same month as you
 Think of the first vowel in your first name, find four with the same vowel.
Reference: Martin, R.R.; Weber, P.L.; Henderson, W. E.; Lafontaine, K. R.; Sachs, R. E.; Roth, J.; Cox, K. J.; Schaffner, D. (1987). Incorporation
(Section 2 p.9). LASER D.I.S.C. Columbus, OH: Ohio State University Extension.
24
IV. Name Game
Form a circle with everyone standing up. The first person says their name and makes a motion or
Symbol to represent him/herself. The next person repeats the name and symbol of the person
before them, then says their names and adds their symbol. The next person repeats the name and
symbol of everyone before them and then adds their own. Repeat until everyone in the circle has
gone.
V. Question Game
Each person writes down a question they want answered in the group. Roll up the questions into
a ball. Each person throws her/his question to someone else. Take turns answering the questions.
You can have more than one round and ask students to ask questions that increase risk. (It’s a
good idea to briefly discuss positive risk taking and getting to know people in the group).
VI. Raffle Ticket
Preparation: Create and make copies of raffle tickets; get a box to use for the drawing
Distribute raffle tickets. Instruct participants to find their partner based on their answer to first
question on their raffle ticket. Participants complete the rest of the raffle ticket with their partner
and put it in the drawing box. After everyone has completed their ticket draw a winning pair and
give out small prize. Then each person introduces his or her partner saying the person’s name
and something he/she is good at. Then the partner introduces the other person and shares their
partner’s favorite thing to do.
Raffle Ticket*
*Find a partner who has the same zodiac sign as you (i.e. Gemini, Sagittarius…). You fill out one side of
this ticket and have your partner fill out the other side. Then put this ticket in the raffle box. If this ticket is
chosen you both win a prize!
Name:_____________________________ Birthday:__________________
1. What are two things that you have in common with each other?
_____________________________________ _______________________________________
2. What are two things you are good at?
_____________________________________ _______________________________________
3. If you had the power to change one thing in your school or community, what would it be?
4. What is the biggest reason you want to participate in Youth Power this summer? Circle one.
a. TAP is fun
b. To have something to do this summer
c. To meet new people
d. Earn money
e. Help make Bay Point better for me and other teens
f. Other ________________________________________________
VII. Sign Up Here
Materials: 6-10 pieces of large newsprint, tape, and pencils.
Preparation: Put pieces of the newsprint around the room. From the list of topics below, write a
different topic of interest on the top of each newsprint. Also include a related question you want
people to answer about each topic. (Topics can vary according to the age and interests of group):

I like to speak or perform in public. (What group(s) have you spoken to or performed in
25









front of?)
I like to work on computers. (What programs do you know?)
I can speak a language other than English. (Which?)
I would be excited to travel in the U. S. or abroad. (Where? Where have you been?)
Making friends is an important part of my life. (Who are your best friends?)
My family is one of the things that makes me happy. (Something I like about them?)
There are things that I would like to change in this school. (What?)
There are things that I would like to change in our community. (What?)
The voting age should be moved from 18 to 21. (If you could vote, what law would vote
to change?)
I have organized or helped to organize an event, celebration, fund-raiser, meeting,
wedding, or conference. (Describe.)
Instruct participants to walk around the room, look at the different topics and sign their name on
any of the sheets that represent topics in which they have an interest, and to make a comment
answering the question on each sheet.
After everyone has had a chance to sign the sheets, ask one person that has signed each sheet to
read the names of the people that have signed that sheet and any comments.
Discussion:
What interests does the group have? How many different interests are represented in the group?
Which chart had the greatest interest? Which chart had the least interest? What does this say
about the group as a whole? Is there a pattern? What comments are made?
Synthesis: Explain how these skills are important for community organizing and how each of
them will contribute their interests and skills making the group stronger.
VIII. Two Truths and a Lie
Give the group some time to write down two things about themselves that are true, and one thing
that is a "lie." Each group member will then share these facts about themselves and the rest of the
group has to figure out which "fact" is actually a "lie."
IX. What's in a Bag?
Materials Needed: 4 bags each with a small treat inside
Directions:
 Display four bags in an area where everyone can see them. Ask for 3 volunteers to
participate in activity.
 Each volunteer selects a bag only on the basis of looks.
 Next, each volunteer can take a turn picking up the bag. They can keep their bag, trade
with someone else or trade for the extra.
 Third, each volunteer can feel the object to try and figure out what it is. Each can trade
with someone else or trade for the extra.
 Finally, each person gets to open the bag and see what’s inside. Each has the opportunity
to trade with someone else or trade for the extra.
Process questions:
 How did you first decide on the bag?
 How did each new piece on information influence your decision?
26



How do you feel about the decision you made?
How do other people in the group make decisions?
How does this relate to our group?
X. Who Am I?
The leader tapes the name of a famous person on the back of each participant. (i.e. Bart Simpson,
Tim Lincecum, Barak Obama, etc.) The group member is not to see who is taped to their back.
Their task is to find out who they are. The participants go around the room asking others only
yes or no questions. If the member receives a "yes" answer, they can continue to ask that person
questions until they receive a "no" answer. Then they must continue on to ask questions to
someone else. When a group member figures out who they are, they take off the tag, put it on the
front of their shirt, and write their own name on it. That person can then help others find out who
they are. The exercise concludes when everyone has discovered who they are.
Variation: Use famous pairings (like peanut butter & jelly, kim & chee) and do a partner
activity after the game. Or, you can use derogatory stereotypes attributed to certain ethnic
groups to emphasize the insidiousness of stereotypes.
XI. Personal Timeline Sharing
Purpose: Using a poster paper that you have designed, take no more than 4 minutes to share
your personal story.
Why: This is a community-building activity to provide an opportunity for you to take stock of
your life and to facilitate class bonding. You are encouraged to share at a deeper personal level
as you feel comfortable.
What to do: (5 min. planning, 15 min. drawing):
 On poster paper, write your name in large letters.
 Create a large design to facilitate depicting your life story through pictures and words.
 Identify some major life stages (e.g. birth/family, growing up, high school, college,
future)
 Share something personal about yourself (e.g. your identity development, life changing
experience, challenges, passions and interests, leadership experiences, strengths)
 End with a vision of your future: Life, career, and civic involvement.
 Each person take 7 minutes to share.
Have some fun and bring out that (hidden?) artistic talent that may have been dormant since
elementary school! Design your poster with big colorful graphics and writing.
ENERGIZERS
I. Chalkboard Sentences
Tell participants they will be competing to see which team is the first to complete a group
sentence. Next, divide participants into two teams. If the group contains an uneven number, one
person may compete twice. The leader sets up blackboards or newsprint for each team. The
teams then line up 10 feet from their board. After giving the first person in each team’s line a
piece of chalk or marker, explain the rules of the game. The rules are: Each team member needs
to add one word to the sentence. Players take turns; after they go to the board and write one
word, they run back to give the next player the marker, and then go to the end of the line. (The
sentence must contain the same number of words as there are members on the team.) A player
may not add a word between words that have already been written. After, discuss the value of
anticipatory thinking and the importance of individual cooperating in a group task).
27
II. String Balloons
Materials: String, 10-12" balloons, and a whistle
Give participants a piece of 12" string and a balloon to blow up. After blowing up the balloon,
the string should be tied to the balloon and the other end tied to the right or left ankle. After
everyone has completed tying their balloons, instruct participants to stand in a circle with their
hands behind their backs, standing on one foot. It can be either foot. When the whistle blows, the
group moves and around each person, trying to pop someone else's balloon. Once a balloon is
popped, that person sits down. The winner is the last person with the balloon still inflated
and attached to the ankle.
III. The Wave
Form a straight line with people standing behind each other. The leader starts off making an arm
motion and the group members follow one at a time immediately following each other to make a
wave. See how fast how you can go. The leader can change the motion and the pattern.
IV. Youth Power Chant
Preparation: Make a poster with words to the following chant: “Ain’t No Power like the
POWER of the Youth, ‘Cause the POWER of the YOUTH DON”T STOP!”
Explain that often when people come together to take on an issue they need to keep up their
energy. One way of doing this together is at a rally or event; groups chant to raise energy and
send a message (to participants and target.) Facilitator repeats twice. Ask if any questions.
Repeat once more. Then on count of three, everyone repeats together. Ask for volunteer(s) to
make their own ‘spin’ on the chant and teach the group.
Ain’t no power
Like the power
of the youth
‘Cause the power
Of the youth
DON’T STOP!
V. Ninja!
(ask mentors/youth)
TEAM-BUILDING ACTIVITIES
I. Birthday Line Up
Explain to the group that this is a nonverbal exercise. The group is to form a single straight line,
according to birthdays. For example, persons with January birthdays will be at the beginning of
the line, earliest January dates first followed in order by later dates. The line progresses by
months and days with December birthdays at the end. Persons with the same birthday share the
same place in line. You must communicate non-verbally (no lip-reading or spelling in the dirt
allowed). When the line is completed, each person will shout out his/her birthday, beginning in
January.
II. Group Juggling
Form a circle with everyone standing up facing the inside of the circle. The leader of the group
28
will begin with one object in hand (i.e. a small ball). The leader will ask one group member to
repeat their name, and then the leader will gently toss the object to that group member. The
group member will reply "Thank you, (the leader's name)!" The leader will reply by saying,
"Your welcome, (the individual's name)!? The object will continue around the circle in the same
manner, making sure everyone has received the object, until the object ends up in the hands of
the original leader.
NOTE: During the first round, once a group member has tossed the object, have them cross their
arms to prevent repetition. The same pattern will start again with the leader adding more objects.
Once an object has been dropped, the pattern starts all over with the first object.
NOTE: The leader should mix up sizes and shapes of objects (i.e. a rubber chicken, toilet
paper, etc.)
III. Group Lap Sit
Facilitator Note: This activity can bring up issues about body image and size, although size
doesn’t matter for the actual activity. It’s a good idea to know your group before trying this
activity and remind folks they have the right to pass.
The group will start standing in a circle, shoulder to shoulder. Everyone then turns to the right
and put their hands on the shoulders of the person in front of you. The group will need to work
together to communicate. At the count of 1-2-3 everyone is instructed to sit on the knees/lap of
the person behind him or her. If this is done too quickly, group members will fall over. Once this
has been completed, the group may wish to try to walk in this formation. This is a dynamic
activity - and one that will make the group feel a great sense of accomplishment when
successfully completed!
IV. Human Knot
Participants stand shoulder-to-shoulder in a circle, placing both hands in the center. When the
whistle blows everyone grabs the hands of someone else, being careful not to grab both hands of
same person or the hands of someone right next to them. Once everyone is connected, the object
is to untangle the knot, without releasing the grip, except for permissible pivoting, as long as
touch is maintained. One pair will be instructed to release their grip. Try to form a
straight line.
V. Magic Carpet Ride (This works best with a group of 12-18 people per sheet)
Materials: One double/full-sized bed sheet (a plastic tablecloth can be a good substitute)
Directions: Lay sheet flat on the floor or ground. Ask everyone to stand on the sheet. Now, turn
the "Magic Carpet" (old sheet) over without anyone touching the floor or the ground in any way.
No one may lift anyone off the sheet at any time.
Processing questions:
 Who had the ideas to overcome the challenge?
 Who was the leader of the group?
 How many different solutions might there be?
Reference: Sachs, B. & zumFelde, P. (1998) Magic carpet ride. Let me grow in peace-team challenge-asset building. (p. 10). (Available from
Lutheran Social Services, T793 State Route 66, Archbold, OH 43502)
VI. New Planet Activity (Decision Making)**
Time: 25 minutes
Materials: copies of worksheet (1 per student on white); copies of worksheet (1 per group on
29
colored paper). (See Tools at the back of this section for worksheet.)
Directions:
a) Explain that each person will receive a list of 30 people. However, due to air
pollution, the earth’s ozone is too thin. In a few days, the earth will be too hot
for people to survive. NASA going to send rocket to new planet so humans
will not become extinct. However, only 10 of the 30 people can go to the
new planet. Each person has 5 minutes to decide by themselves who will go.
b) Distribute copy of new planet worksheet to each person (copies on white
paper).
c) Next, divide group into groups of 3-4. Give each group a worksheet on
colored paper. Each group has 10 minutes to come up with their list of
people for the new planet.
d) Ask each group to pick a recorder and a reporter.
Group process questions:
 How did you make your decisions individually?
 How did your group make its decisions?
 What were some challenges? How did you handle conflict? Did you have to
compromise?
 Did a leader emerge? What was the leader’s style? How did she/he lead?
 What values influenced your decisions? Where do our values come from?
 What can happen when people with different values get together? (Point out any
stereotypes that seemed to influence decisions. Reinforce no judgments in this group.)
VII. Swamp Island Maze
Materials: 20 8x10 sheets of paper and masking tape, “start” and “finish” boundary markers,
Squeaker toy, a map of the "safe" specified route
Objective: To transport the entire team across the quicksand swamp using only the "safe" grass
clumps in a specific order to cross the swamp. Referring to the map of the “safe” specified route,
the Leader uses "Swampy" (the squeaker toy) to confirm the "safe" island pattern as players each
take each step. The team member must return to the back end of the team’s line if they step on an
"unsafe" island. Team members must rotate turns attempting to discover the safe route across the
swamp. There are exactly "14 " mandatory safe steps to cross the swamp. Only one person may
be crossing the swamp at any one time.
Variations:
 Do this activity without voice communication, no talking!
 Team members must all stay on the final safe island until all team members cross the
swamp.
 Alter the safe clumps/route in some specific pattern (really devious!)
 Allow more than one person crossing the swamp at any one time, probably need a
separate squeaker and facilitator for each crosser.
Reference: Fark, J. (1994) Swamp island maze. Team challenge: Introduction to low initiatives training. (Available from Ohio State University
Leadership Center, 109 Agricultural Administration Building, 2120 Fyffe Road, Columbus, OH 43210)
VIII. Tower Building Activity
Beforehand, construct a structure out of a combination of art and office supplies. Display the
structure in a separate room.
Divide participants into groups of 4-5. One at a time, each person in the group has a chance to
view the structure for one minute and then report back to the group what it looks like so the
group will build.
30
Debrief questions:
• What was the experience like?
• What was it like to see the structure one time?
• Did any leaders emerge? What traits helped them to lead the group?
• How did your group communicate?
• How did you work out conflict?
• Did it get harder or easier as each person had a chance to look at the structure?
IX. Jukebox
 Divide participants into groups of 4-5.
 Given a certain ‘key’ word, e.g., ‘BABY,’ instruct each group to brainstorm for 2-3
minutes as many songs as possible containing that key work (or BABY, e.g., “Baby I
need your lovin, got to have all your lovin!”) **It’s best to prepare a list of words
beforehand.**
 When brainstorming time is up, each group must sing a tune from their list of songs.
Rotate to the next group until all groups have shared. If a group sings a song from
another group’s list, that song must be crossed off and that group must sing another song.
 Keep rotating until all songs have been exhausted.
 If a group is unable to come up with a song, they are out of the round. The last group
standing gets a point.
 Do as many rounds of key words/songs as you want.
 The group with the most points, wins!
31
**New Planet Activity Sheet
Due to the pollution in the air, the Earth’s ozone layer is way too thin. Days are getting
hotter and hotter. In a couple of days, the Earth is going to be too hot for humans to
survive. NASA has a rocket that will send people to a new planet so that they can
repopulate and the human species will not become extinct…the only problem is the
rocket can only take 10 people!!!
Talk to your group and decide which 10 people should go to the new planet:
1. 35 year old female, has 3 children, graphic artist
2. 12 year old male, straight A student, wants to be a police officer
3. 59 year old male, computer technician
4. 18 year old male, high school drop out, does not have a job
5. 24 year old female, pregnant and expecting twins, teacher
6. 25 year old female, fashion model
7. 15 year old female, pregnant, high school student
8. 16 year old male, boyfriend of #7, baby’s father
9. 30 year old male, garbage collector, has a wife.
10. 21 year old male, photographer, single
11. 70 year old male, retired lawyer
12. 50 year old female, doctor, cannot have children
13. 45 year old male, investment banker, very wealthy
14. 40 year old male, dentist
15. 22 year old female, college student, studying the environment
16. 30 year old male, famous actor, known to use drugs
17. 14 year old female, soccer player, has part-time job as cashier
18. 38 year old male, pilot and astronaut, has the flu
19. 29 year old female, botanist (studies plants/trees)
20. 49 year old male, governor of California
21. 27 year old male, reporter for the local newspaper
22. 30 year old female, cook, owns her own restaurant
23. 10 year old male, farmer
24. 60 year old female, astronomer
25. 52 year old male, fisherman
26. 49 year old female, aircraft repairwoman
27. 22 year old female, singer, dancer, actress, smoker
28. 28 year old male, professional basketball player
29. 33 year old male, carpenter, has the chicken pox
30. 28 year old female, psychologist, counselor, has fear of flying
32
Appendix B
EXPECTATIONS
On butcher/poster paper, copy the following:
What are expectations of
Mentors?
What are expectations of
Senior Staff?
What are expectations of
our students/mentees?
a) Go through 1st column and have mentors take turns sharing one expectation. Keep
going until all ideas have been shared.
b) Repeat for 2nd and 3rd columns.
c) Discuss any items that warrant it.
d) Explain that the columns will be posted and further expectations can be added as
needed.
e) From this chart, pick and choose expectations that can be written into a working
contract/agreement on a large banner or poster paper.
f) Have everyone sign the banner/poster and post on a wall as a reminder to all.
33
Appendix C
IMPACT MENTOR/MENTEE EVALUATION10
Mentors -- Please provide a brief, written evaluation of the performance by each student in your
pamilya. Be sure to tell them what they did well, as well as what areas they need to improve. Be as
specific as you can, and justify the score you award. After discussing this evaluation with the student,
give them an opportunity to respond to your comments on the back of the form, and discuss their
responses with them. Please return all evaluation forms to the instructor before the last class meeting
so that these scores can be included in their final grade.
Mentor Name
______________________________________________________________________________
Mentee Name
______________________________________________________________________________
Contribution to Pamilya/Aiga Projects
Student score _______/20
This includes regular attendance and participation in discussions, in-class presentations, all planning and
organizing, as well as the service learning projects and field trip participation. A perfect score in this
area should be extremely rare, and only awarded if the student went far beyond what was expected by
the class.
10 Adapted from LEAD Mentor/Peer Evaluation
34
Peer Response to Mentor Evaluation
Part I – Response to Your Evaluation -- Please respond to the comments that your mentor made on the
other side of this sheet. If you feel the comments were fair, tell why, and if not, explain that as well.
Part II -- Mentor Evaluation
Please take a moment to comment on what your mentor did well, and what they might want to work
on in future mentoring situations.
35
Appendix D
A-Z PROGRAMS AND SERVICES GUIDE AT DE ANZA COLLEGE11
Adapted Physical Education
Program designed to benefit and improve physical fitness to students with disabilities.
408.864.8885
PE 663
Admissions and Records Office
Processes student applications, registration, transcripts, residency, general petitions, changing records,
etc.
408.864.5300
SCS, 1st Fl
Asian Pacific American Leadership Institute (APALI)
Founded in 1997, the Asian Pacific American Leadership Institute (APALI) at De Anza College is an
educational and public service organization supported by visionary philanthropists, together with
corporate, foundation, and community partners.
Michael Chang, 408.864.8878
MCC Building
Assessment Center/Placement Tests
Assesses skill levels in English, English as a Second language, Math, Chemistry, and Biology
408.864.8717
SCS, 1st floor
Room 143
Athletics
All-sports program for students interested in competing at a high level athletic competition (19 sports
programs for men and women)
408.864.8745
PE Quad
11 Can also be accessed at http://www.deanza.edu/studentservices/guide.html
36
Career Services
College major and career planning resources are provided by the Counseling Department
408.864.5400
SCS, 2nd Fl
Counseling and Advising Center
Academic advising, career planning, personal counseling
408.864.5400
SCS, 2nd Fl
Room 201
Cross Cultural Partners (CCP)
De Anza pairs local and ESL students for intercultural experience to improve language proficiency, share
culture, and exchange language
408.864.5385
ATC, Room 304
De Anza Associated Student Body (DASB)
Represents the students’ interests on college and district committees developing college policies
408.864.8429/8694
Campus Center, Lower Level
Disability Support Services (DSS)
Accommodations and services, including sign language, interpreting/captioning & assistive technology
408.864.8753
SCS, 1st Floor
Room 141
Educational Diagnostic Center
Assessment, accommodation and services to promote success in college courses
408.864.8839
LCW, 1st Floor
Room 110
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Extended Opportunity Programs & Services (EOPS)
Support services to assist low income and academically disadvantaged California residents
408.864.8950
Campus Center, Lower Level
Financial Aid and Scholarships
Free Application for Federal Student Aid, BOG Fee Waiver, Grants, Loans, Scholarships, Work-Study
408.864.8718
Baldwin Winery, off main patio
Health Services
Free and low cost health services to students (health education pamphlets, flu shot, minor first aid,
over-the-counter medicines, physical exams, etc.)
408.864.8732
Campus Center, Lower Level
Honors Program
College-wide, interdisciplinary learning community for students with high aspirations and a strong
commitment to learning
408.864.8833
Building S33 B
Institute of Community & Civic Engagement (ICCE)
The Institute of Community and Civic Engagement works to empower students to become agents of
change in their communities and beyond; to foster education that meets the needs of the communities
we serve; and to help develop pathways to meaningful participation in local, state, and federal
government decision making processes.
408.864.5559
East Cottage
Inter Club Council (ICC) and Student Clubs
More than 50 clubs that cover a diverse range of students
408.864.5432
Campus Center, Office of College Life
Lower Level
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International Student Programs (ISP)
Assists international students with registration, orientation and counseling services
408.864.8826
LCW, Room 102
Latina/o Empowerment at De Anza (LEAD)
Created by 12 students who wanted a student leadership development program that focused on
Latina/o culture and Latina/o communities. Focus is on creating a supportive pedagogy that would
provide mentorship, opportunities for service, and link our students to issues they care deeply about.
Marc Coronado, 408.864.8409
MCC Building
Learning in Communities (LinC)
An interdisciplinary learning communities program comprising linked courses and a cohort of students
exploring topics and themes from multiple perspectives
Program Contacts:
Matt Abrahams - 408.864.8534
Anu Khanna - 408.864.8579
Lifetime Fitness and Wellness Center
Offers a variety of workout options, including aerobic and strength development, memberships options
available
408.864.8505
PE Quad Building, PE 6
Math Performance Success (MPS)
A year-long cohort program to help students succeed in math, from pre-algebra to college-level math
408.864.8851
SCS, 2nd floor
Occupational Training Institute (OTI)
Assists socio-economically disadvantaged students with high-quality training and employment services
(counseling, career education, job placement and retention services). See the list of OTI programs
below.
CalWORKs: State-funded, welfare-to-work program designed to help students on TANF
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Comptechs: Provides hands-on technical support internships for students and assist disadvantage local
students by providing free computers
408.864.8869
Seminar Building
Office of College Life
Information and resource center for students, staff and community members (housing, book exchange,
free legal advice, discount cards for amusement parks, etc.)
408.864.8757
Campus Center, Lower Level
Outreach and Relations with Schools
Coordinates institutional outreach and recruitment efforts and work collaboratively with local high
schools
408.864.8327
Seminar Bldg.
Student Success Center (Tutorial Services)
The Student Success Center offers workshops and drop-in, group and individual tutoring to help guide
student success at De Anza and beyond through five different programs.
Academic Skills
The Academic Skills Center supports student success by offering academic support outside of the
traditional classroom environment through skills workshops and SKIL 232, a specialized Skills course.
The Academic Skills Center also provides learning resources for students registered in a Skills course,
including a computer lab with internet access, books, and resources.
408.864.8253
ATC 302
General Subject Tutoring
We offer drop-in, group, and weekly individual/pair tutoring in a variety of subjects including
Accounting, Economics, History, Political Science, and several World Languages.
408.864.8852
ATC 304
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Listening and Speaking Center
LSC offers tutoring and small group English practice sessions for second language learners. Students
improve English communication skills through the use of ESL software and programs like Cross Cultural
Partners and The Language Exchange. You do not have to be an ESL student to participate.
408.864.5385
ATC 313
Math, Science and Technology Resource Center
Trained tutors provide weekly, drop-in individual and group tutoring in math and science courses. Also
houses MPS, Enable Math, study groups and labs. Provides a variety of learning support activities such
as workshops and study groups.
408.864.8682
S-43 (S Quad)
Writing and Reading Center (WRC)
Get drop-in tutoring and attend free workshops that will help you improve your reading and writing
skills.
408.864.5840
ATC 309
Student Success and Retention Services (SSRS)
Academic enrichment and support services for students with historically low retention and transfer
rates, including first-generation college students. Each program provides a community of peer mentors,
tutors, faculty, counselors and program staff to assist students in defining their educational goaal and
developing a plan of action to achieve them.
408.864.8470
Unless noted, contact the SSRS office for more program info.
SCS, 2nd floor
First Year Experience: Program integrating multiple fields of study and community engagement
IMPACT AAPI: Program supporting academic achievement for Asian Pacific Islander subgroups
historically underrepresented in higher education. Contact: 408.864.8973
Puente Project: A cohort program designed to accelerate university transfer by combining English
instruction, counseling and mentoring. Contact: 408.864.8731
Sankofa Scholars: Program designed to address retention and success of African ancestry students
Summer Bridge: Program designed to help students transition from high school to community college
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Transfer Center
Transfer advising, Transfer Admission Agreements (TAAs), university catalogs and university
representatives
408.864.8841
SCS, 2nd floor
Student Services
Building: Administration
Contact: Nancy Cole (colenancy@fhda.edu)
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