The Texas Interdisciplinary Plan Mentor Academy
The University of Texas at Austin
The Institution
The University of Texas (UT) at Austin is a four-year, tier one public research
university serving 37,037 undergraduates, of which 94.4% are traditional-aged college
students in residence. The ethnic distribution of the entering class in 2006 were 57.3%
White, 17.1% Hispanic, 17% Asian American, 4.2% African American, 3.7%
international, and 0.5% American Indian. Females comprised just over half of the firstyear class (52.3%.).
Description of the Initiative
Since 1999, the Texas Interdisciplinary Plan (TIP) Mentor Academy has been a
dynamic element of the TIP Scholars program. TIP Scholars seeks to provide a small
college experience for over 300 first-year students in the Colleges of Liberal Arts and
Natural Sciences. The program provides academic and social support through smaller
classes, academic advising, linked courses, a critical thinking seminar, social
connections, academic peer mentoring, and academic tutoring. Currently, the Mentor
Academy employs 65 upper-division students as academic peer mentors who promote
academic excellence and successful transition for TIP Scholars.
Each peer mentor is an integral part of the small college experience through
leading a group of five or six first-year students and tutoring for a specific entry-level
course. Through an interview process, academic peer mentors are selected based on their
academic achievement, knowledge of campus resources, and selfless desire to assist firstyear students.
The Mentor Academy coordinator, a full-time staff member, supervises the
mentor cadre, develops extensive topical training modules, and conducts training
beginning in the spring and continues throughout the year. Mentors are required to attend
training which helps them learn a specific skill or strategy (e.g., active listening). During
this training, mentors discuss ways in which they would apply these skills to their mentor
or tutor sessions. The topics presented are required by the College Reading and Learning
Association (CRLA) mentor and tutor certification curriculum. The topical training along
with student contact hours results in the opportunity for mentors and tutors to acquire
Level I (general), Level II (master), or Level III (advanced) certification. In addition to
student contact and training, mentors are required to submit a weekly report, which
includes the mentor/tutor activity and progress reports on each of their mentees. Each
mentor receives a staff response to their weekly report. This process allows for staffmentor communication and possibly preemptive assistance for first-year students and
mentors.
Mid-fall term, the Mentor Academy coordinator helps the mentors to pause and
consider their job performance thus far. The coordinator gathers information for each
mentor from staff observations in the tutoring lab, mentee survey data, and mentor selfCopyright © 2009 University of South Carolina, National Resource Center for The First-Year
Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 2
assessments. After the data compilation, the coordinator confers with each mentor/tutor
about their performance and current status in the CRLA certification process. Each
mentor/tutor has the opportunity to identify their strengths, reflect on weaknesses, and
plan strategically for the rest of the year.
Research Design
Research has identified feelings of connection to the institution and student
satisfaction as some of the most important factors in first-year student success. Creating
the small college atmosphere is the means to foster that connection and satisfaction. TIP
Scholars assessment objectives center on the strength of connection to the program and
college and the level of student satisfaction within their environment. The Mentor
Academy survey addresses first-year student satisfaction with their mentoring/tutoring
experience, their sense of comfort within the college and program, and their level of skill
acquisition.
The Findings
Following are data that assess retention, academic performance, and program
satisfaction for the TIP Scholars as well as academic performance for academic peer
mentors. TIP Scholars are compared to a control group that parallel the TIP population
and also students who applied to TIP Scholars but were not selected.
Due in part to program admission strategies, the TIP Scholars population is more
diverse than the control group (Table 1). Anecdotal evidence suggests that students are
also more likely to attend the University when they have been admitted to a program like
TIP Scholars.
Table 1
Demographics of TIP Scholars and Control Populations, 2006
TIP scholars
All control
Not selected to TIP
UT first-year
students overall
N
298
1,077
441
7,417
Low
SES
33.89%
27.76%
22.45%
First
generation
41.95%
38.81%
33.56%
Underrepresented
group
46.64%
33.89%
29.25%
Gender
(Male)
46.98%
31.66%
2.04%
Mean
SAT
1118
1117
1119
45.70%
1230
TIP Scholars have academically outperformed a control group of their peers each
year since the program began in 2002. Compared to the control group, the 2006-2007 TIP
Scholars



Earned higher GPAs during their first year at the University
Were more likely to achieve predicted GPAs calculated by the Office of
Admissions
Were half as likely to be on academic probation
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
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
Had a more favorable GPA distribution in both Colleges
As shown in Figure 1, TIP Scholars earned higher GPAs during their first year at UT,
both in liberal arts and natural sciences. This trend has been observed each year since the
program began in 1999.
Freshman GPA Comparison at End of First Year
3.40
3.19
3.20
3.10
2.95
3.00
2.81
2.78
2.80
2.74
TIP Scholars
Not Selected
2.60
2.54
All Control
2.43
2.40
2.21
2.20
2.00
Pre-CS
Liberal Arts
Life Sciences
Figure 1. First-year student GPA comparison at the end of first year, 2006.
Approximately 70% of TIP Scholars earned GPAs of 3.0 or better after their first
year at the University (Tables 2 and 3). This pattern was observed for students in both
liberal arts and natural sciences. Fewer than 50% of students in the control group
achieved similar GPAs. This year showed an increase in the percent of students who have
less than a 2.0 at the end of the first year.
Table 2
Distribution of First-Year GPAs in Natural Sciences, 2006
TIP Scholars
All Control
Not Selected
3.5+
32%
21%
25%
GPA Categories
3.0 - 3.4
2.5 - 2.9
2.0 - 2.4
38%
18%
10%
33%
18%
14%
31%
20%
13%
< 2.0
2.0%
14%
11%
Table 3
Distribution of First-Year GPAs in Liberal Arts, 2006
TIP Scholars
3.5+
40%
GPA Categories
3.0 - 3.4
2.5 - 2.9
29%
14%
2.0 - 2.4
6.0%
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Experience & Students in Transition. All rights reserved.
< 2.0
11%
University of Texas at Austin
Page 4
All Control
16%
31%
18%
20%
15%
Not Selected
16%
28%
24%
19%
14%
Table 4 highlights the level of academic achievement held by the TIP academic
peer mentors. The average mentor GPA was a 3.51.
Table 4
Distribution of Mentor GPAs for 2006
3.5+
58%
TIP Mentors
GPA Categories
3.0 - 3.4
2.5 - 2.9
29%
11%
2.0 - 2.4
2%
In addition to academic achievement, we are also interested in measuring the
mentors’ level of confidence in the skills they acquire during training. Each mentor
completed a self-evaluation consisting of 13 items (e.g., communication, problemsolving, and their strengths and weaknesses as mentors). See Appendix A for the selfevaluation. Table 5 highlights findings from the self-evaluation.
Table 5
Percentages From Mentor Self-Evaluation, 2006
% Agree
% Neutral
% Disagree
Communicate
100.00
0.00
0.00
Time spent
69.81
20.75
9.43
Students
communicate
98.08
1.92
0.00
Show interest
100.00
0.00
0.00
Understand
students
98.11
1.89
0.00
Motivator
94.34
5.66
0.00
Agenda
63.46
26.92
9.62
Listen
100.00
0.00
0.00
Questions
98.08
1.92
0.00
Talk
80.39
17.65
1.96
Problem-solving
88.46
9.62
1.92
Used skills
80.39
17.65
1.96
Project worthwhile
56.86
17.65
25.49
Copyright © 2009 University of South Carolina, National Resource Center for The First-Year
Experience & Students in Transition. All rights reserved.
< 2.0
0%
University of Texas at Austin
Page 5
As seen in Figure 2, TIP Scholars reported high levels of satisfaction with their
mentors’ performance in all surveyed areas (See Appendix B for instrument). For
example, 94% of TIP Scholars report that they agreed or strongly agreed that they felt
comfortable talking with their mentor. Our anecdotal evidence has shown that open
communication with the mentor increases the feeling of connection to the TIP Scholars
program and the University as a whole.
Mentee Evaluation of Mentor Performance
300
250
200
150
Agree
Neutral
100
Disagree
50
0
Available
Comfortable
Genuine
Succeed
Group
Respect
Organized
Agree
251
254
256
250
245
264
257
Neutral
16
13
12
18
18
2
8
Disagree
2
2
1
1
4
1
4
Figure 2. Results of mentee evaluation of mentor performance.
Conclusion
Based on past assessment, we redesigned our mentor training model to include
scheduled, continuous, and consistent training modules. These modules have evolved
from strictly coordinator-led to a more peer teaching peer-instructing model that focuses
on skill development and application, such as group dynamics and working towards
consensus. In that particular module, mentors are challenged with a problem and asked to
work through the process to reach genuine consensus.
In the area of tutoring, our assessment revealed significantly low liberal arts
tutoring attendance. In response, the TIP Liberal Arts Academic Teams program was
created. This new initiative moved away from the traditional drop-in tutoring model to a
group format that involves tutor-guided discussions and opportunity for individual and/or
group work. This new format produced consistent and higher attendance rates. Further
evaluation will provide insight for this positive reaction and will help tailor the tutoring
experience for this population of students.
Next steps include formalizing the study of mentor training modules on the
mentor and mentee experience. We have discovered a significant gap in the literature and
challenge other institutions to add to the body of knowledge concerning undergraduate
mentoring, training, and best practices.
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 6
Primary Contributor
Jennifer L. Smith
Mentor Academy Coordinator
1 University Station, GRG 234, G2550
Austin, TX 78712
Phone: 512-232-6197
E-mail: jlsmith@mail.utexas.edu
Additional Contributor
Susan Harkins
Copyright © 2009 University of South Carolina, National Resource Center for The First-Year
Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 7
Appendix A
Please use the orange scantron to bubble in your responses to Questions 1- 26. Bubble in your first and last name,
bubble in your UTEID for identification. Fill out the other contact information but leave the course and unique
TIP Mentor Self-Evaluation
20089
(First & Last Name)_____________________________________________ Date_________
Your honest feedback will help us improve the TIP Scholars mentoring program. Please rate
yourself on following items on a 5 component scale by bubbling in one number only on your
scantron form. A = strongly disagree, C=Somewhat Agree and E = strongly agree.
Strongly
Disagree
Disagree
Somewhat
Agree
Agree
Strongly
Agree
A
B
C
D
E
1. I’m confident that I respond to emails and/or calls A
from my mentees.
B
C
D
E
2. I am comfortable communicating with my
mentees.
A
B
C
D
E
3. I am genuinely interested in my mentees’ success
at UT.
A
B
C
D
E
4. I respect individual differences amongst my
mentees.
A
B
C
D
E
5. I am well-organized and on-time.
A
B
C
D
E
6. I have helped my mentees learn to work as a
team.
A
B
C
D
E
7. I am knowledgeable about the instructions and
guidelines for the Meeting of the Minds Project in
my mentee’s UGS Seminar.
A
B
C
D
E
8. I serve as a facilitator for the Meeting of the
Minds Project for my mentee’s UGS Seminar.
A
B
C
D
E
9. I feel that my mentoring relationship has helped
my mentees to perform better academically.
A
B
C
D
E
10. I feel that my mentoring relationship has helped
my mentees to successfully transition from high
school to college.
A
B
C
D
E
11. I go over skills and techniques that are helpful to A
my mentees (e.g. time management, goal-setting,
etc.).
B
C
D
E
12. I have introduced my mentees to useful
resources on campus.
B
C
D
E
A
MORE QUESTIONS ON BACK OF THIS PAGE -TURN PAGE OVER
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
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Your honest feedback will help us improve the TIP Scholars mentoring program. Please rate
yourself on following items on a 5 component scale by bubbling in one number only on your
scantron form. A = strongly disagree, C=Somewhat Agree and E = strongly agree.
Strongly
Disagree
Disagree
Somewhat
Ag ree
Agree
Strongly
Ag ree
A
B
C
D
E
13. I ask relevant and appropriate questions.
A
B
C
D
E
14. I help my students stay focused and on task.
A
B
C
D
E
15. My students use problem-solving strategies as a
result of participating in the Meeting of the Minds
group project.
A
B
C
D
E
16. My students practice and develop leadership
skills as a result of participating in the Meeting of
the Minds project.
A
B
C
D
E
17. I feel my students learned to work together.
A
B
C
D
E
18. I feel that the Meeting of the Minds project was
a worthwhile experience for my mentees.
A
B
C
D
E
19. I ask my mentees individually about their
academic performance.
A
B
C
D
E
20. I find mentor training valuable.
A
B
C
D
E
21. I feel that my confidence has increased due to
my participation in mentor training.
A
B
C
D
E
22. I feel that my leadership skills have improved
due to my participation in mentor training.
A
B
C
D
E
23. I feel that my academics have improved while
working as a mentor.
A
B
C
D
E
24. I feel like I am a part of a community within UT
as a result of my participation as a TIP mentor.
A
B
C
D
E
25. I feel like I am giving back to UT as a result of
my participation as a TIP mentor.
A
B
C
D
E
26. All restraints aside (like graduating, studying
abroad, etc.), if given the opportunity I would return
for another year of mentoring.
A
B
C
D
E
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 9
What are your strengths as a mentor?
______________________________
__________________________________________________________________
______
______________________________
What suggestions do you have for improving:
1) Your effectiveness as a mentor?
__________________________________________________________________
2) The support provided by the TIP staff
________________________________________________
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 10
Additional comments:
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 11
Appendix B
20089
USE PENCIL ON YOUR SCANTRON
Fill in the Instructor’s name and unique number on the Sanctron
Fill in your Mentor’s First & Last Name for Course on your Scantron
TIP Scholars Mentoring Evaluation
(To be completed by mentees)
Your Peer Mentor (First & Last Name)___________________ UGS Unique#____________
Your honest feedback will help us improve the TIP Scholars mentoring program. Please rate the
following items on a 5 component scale by bubbling in one letter only on your scantron form.
A = strongly disagree, C=Somewhat Agree and E = strongly agree.
Strongly
Disagree
Disagree
Somewhat
Agree
Agree
Strongly
Ag ree
A
B
C
D
E
1. I’m confident that my mentor will respond to my
emails and/or calls.
A
B
C
D
E
2. I feel comfortable communicating with my
mentor.
A
B
C
D
E
3. My mentor seems genuinely interested in my
success at UT.
A
B
C
D
E
4. My mentor respects individual differences.
A
B
C
D
E
5. My mentor is well-organized and on-time.
A
B
C
D
E
6. My mentor has helped my group work as a team.
A
B
C
D
E
7. My mentor is knowledgeable about the
instructions and guidelines for the Meeting of the
Minds Project in my UGS Seminar.
A
B
C
D
E
8. My mentor serves as a facilitator for the Meeting
of the Minds Project in my UGS Seminar.
A
B
C
D
E
9. I feel that having a mentor has helped me to
perform better academically.
A
B
C
D
E
10. I feel that having a mentor has helped me to
successfully transition from high school to college.
A
B
C
D
E
11. My mentor goes over skills and techniques that
are helpful to me (e.g. time management, goalsetting, etc.).
A
B
C
D
E
12. My mentor has introduced me to useful
resources on campus.
A
B
C
D
E
MORE QUESTIONS O N BACK OF THIS PAGE
TURN PAGE OVER
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Experience & Students in Transition. All rights reserved.
University of Texas at Austin
Page 12
What role has your mentor played in the Meeting of the Minds project?
__________________________________________________________________
______________________________
Name one thing your mentor does well. Be Try to be specific: for example is you feel
she or he is a good listener, explain how.
Name one thing your mentor might work on. Again, try to be as specific as possible here.
Additional comments:
________________________________________________
Copyright © 2009 University of South Carolina, National Resource Center for The First-Year
Experience & Students in Transition. All rights reserved.