UMMP Mentor Handbook
[2015-2016]
Mary Kay Carodine, Ph.D., Assistant Vice President for Student Affairs
Dr. Lloren Foster, Ph.D., Executive Director, Multicultural and Diversity Affairs
University Minority Mentor Program — P301 Peabody Hall, PO Box 114135
T: (352) 294-3549
E: ummp@multicultural.ufl.edu
University Minority Mentor Program
University Minority Mentor Program
MENTOR HANDBOOK
Table of Contents
The UMMP Program
Overview
Mission Statement
Goals & Objectives
Introductions
Activities & Events
The Mentor Role
How Mentoring Works
Responsibilities of the Faculty/Staff Mentor
Expectations of the Mentees
Communication between Faculty/Staff Mentors and Mentees
Resources
Mentee Profile
First Date Suggestions
Language Guide
University Resources Guide
Faculty/Staff-Student Agreement
University Minority Mentor Program
OVERVI EW
The University Minority Mentor Program (UMMP), a service provided through Multicultural
& Diversity Affairs (MCDA), is a valuable opportunity for first-year incoming students to
enhance their collegiate experience at the University of Florida. As they prepare to
navigate the university during their first year, faculty, staff and upper-division students are
here to assist them on their journey.
Involvement in a mentoring relationship opens up the opportunity for first year students to
deepen their relationship with the University of Florida and to jump start their academic
careers by gaining insight and receiving support from great mentors. Involving oneself in
this mentoring program allows you, the mentor, to assist first-year students on their journey
of self-discovery as they undertake the challenges related to the first year of college.
UMMP is the only campus-wide mentoring program that matches a first-year student with
a faculty or staff mentor to assist with the student’s transition to college. This program
makes a large university campus seem small as connections are made and mentors
encourage our students to complete a degree. We know there are many opportunities to
take advantage of at the University of Florida, but UMMP is unique with the aim to make
the transition to college easier and the goal of achieving a college degree more
attainable and enjoyable.
M I S S I O N S TA T E M E N T
The University Minority Mentor Program (UMMP) is designed to support
students in their transition to the University of Florida. This objective is
achieved through active participation in one-on-one interactions between
mentors and mentees, participation in UMMP events and attendance at
cultural events.
University Minority Mentor Program
G OA L S A N D O B J E C T I V E S
UMMP STRIVES TO:
 Promote personal and intellectual growth.
 Assist with academic and personal concerns through one-on-one
relationships.
 Connect students with a person who cares about them and can help them
navigate UF's climate successfully.
 Encourage students to take full advantage of university resources for
achieving academic success, finding employment, research and internship
opportunities.
 Create a professional relationship with a faculty/staff member who may
serve as an academic or professional reference.
HOW UMMP WORKS:
 First year students admitted to UF are invited to apply to UMMP in the
summer.
 Mentees are assigned a mentor who they meet at the Match and Mingle
event.
 Mentees & mentors create a mentoring partnership agreement, outlining
goals and objectives.
 Mentee & mentor pairs are assigned to clusters of other pairs and teamed
up with transition ambassadors.
 Mentees & mentors meet and communicate often during the student's first
year and beyond at UF.
University Minority Mentor Program
TRANSITION AMBASSADO RS
Transition Ambassadors act as a liaison between the faculty/staff mentors and mentees, while
also serving as a peer resource to new students at the university. All mentees will be placed into a
Knowledge Community that one of the Transition Ambassadors lead.
Name
Agyeiwaa Osei Agyei
Angela Cleri
Caitlyn Burnitis
Cynthia Abraham
Emily Rodriguez
Evan Sagar
Isabella Trujillo
Jennifer Nunley
Marisa Pico
Melodie Khosrovani
Merin Reji
Padmini Muralethare
Patricia Rodriguez
Priya Sabharwal
Riken Nathu
Roxana Bonachea
Email
aoseiagyei@ufl.edu
Acleri57@ufl.edu
CaitlynB@multicultural.ufl.edu
CynthiaA@multicultural.ufl.edu
Erod29@ufl.edu
evansagar7@ufl.edu
Trujis_5@hotmail.com
JenniferN@multicultural.ufl.edu
mpico@ufl.edu
MelodieK@multicultural.ufl.edu
MerinR@multicultural.ufl.edu
muraletharen@ufl.edu
PatriciaR@multicultural.ufl.edu
PriyaS@multicultural.ufl.edu
Riken95@gmail.com
Roxanabonachea10@ufl.edu
Contact information for Transition Ambassadors may be obtained from the UMMP Website online
at http://multicultural.ufl.edu/ummp/ (Under Staff  Transition Ambassadors)
University Minority Mentor Program
AC T I V I T I E S & E V E N T S
PROGRAMS AND EVENTS ARE AN IMPORTANT ASPECT TO THE MENTORING EXPERIENCE . T HERE ARE SOME
REQUIRED PROGRAM - WIDE PROGRAMS FOR BOTH MENTORS AND MENTEES AND THERE ARE SOME OPTIONAL
ONES THAT TAKE PLACE IN THE KNOWLEDGE COMMUNITIES. MENTORS ARE ALSO ENCOURAGED TO DEVELOP
OTHER ACTIVITIES OR ATTEND OTHER CAMPUS AND CITY EVENTS WITH THEIR MENTEE .
REQUIRED PROGRAM-WIDE EVENTS
UMMP MATCH & MINGLE
WEDNESDAY, SEPTEMBER 2
4:30-5:00PM (MENTOR TRAINING )
5:00-6:00PM (MENTOR/M ENTEE MEET AND GREET )
(S MATHERS LIBRARY 100)
UMMP MATCH & MINGLE
T UESDAY, SEPTEMBER 8
4:30-5:00PM (MENTOR TRAINING )
5:00-6:00PM (MENTOR/M ENTEE MEET AND GREET )
(S MATHERS LIBRARY 100)
UMMP RECEPTION W / VICE PRESIDENT OF STUDENT AFFAIRS DAVE KRATZER
TBA
(PRESIDENT 'S HOUSE )
UMMP/F LORIDA OPPORTUNITY SCHOLARS /ALLIANCE S CHOLARS /F IRST GENERATION STUDENTS
WOMEN ’S BASKETBALL GAME MIXER
JANUARY 2015
SPRING RECEPTION
TBA
OTHER PROGRAMS/EVENTS
SPORTS VIEWING
SEPTEMBER 2015
HEALTH EVENT
OCTOBER /N OVEMBER 2015
SERVICE PROJECTS
OCTOBER /N OVEMBER 2015
CAREER PREPAREDNESS
N OVEMBER/DECEMBER 2015
University Minority Mentor Program
HOW MENTORING WORKS
MENTORING CAN BE ACCOMPLISHED IN A VARIETY OF WAYS INCLUDING, BUT NOT
LIMITED TO THESE FIVE TYPES :
Group Mentoring
This form of mentorship involves one mentor who assumes a leadership role with a group of up
to four mentees and makes a commitment to meet with the group over a long period of time.
This interaction takes on the form of a guided session structure which may involve personal
sharing, teaching exercises, or may simply be for fun.
Team Mentoring
Team mentoring involves the participation of several mentors partaking in activities with small
groups of mentees, with an adult ratio no greater than one to four.
Transition Ambassadors
In the Transition Ambassador relationship, the mentee has an opportunity to interact and
receive support and encouragement from an upperclassmen peer, also known as a Transition
Ambassador. Transition Ambassadors are able to provide additional social and recreational
assistance and serve as positive role models to their mentees in an educational setting. This
relationship usually requires that the Transition Ambassador and mentee meet frequently
throughout the semester or school year.
E-Mentoring
The e-mentoring relationship consists of one mentor and mentee who communicate via internet
at least once per week in a period ranging from six months to a year. This style of mentoring
can require two to three face meetings, one of which is usually a kick-off event. Mentors in this
regard often serve as a guide for school or career related activities and information.
One-On-One Mentoring
One-on-one mentoring is the traditional form of mentoring relationships in which one mentor is
placed with a mentee who meet regularly per month for at least a school year. The mentor in
this relationship provides valuable information regarding academic and career related
possibilities and guides the mentee in regards to questions and concerns they may have. The
following information provides a more in depth look at one-on-one mentoring.
(MENTOR/National Mentoring Partnership, 2005, p. 12; Retrieved August 2013 from
http://www.mentoring.org/downloads/mentoring_413.pdf)
University Minority Mentor Program
Determine how certain aspects of the partnership will be implemented, including the
following:
 The establishment of clear objectives, expectations, and time lines which are
realistic for and understood by both parties.
 A structured conversation and ideally the development of a written
contract/agreement between the mentor/mentee.
 The identification of key skill development areas.
 An ongoing evaluation process that serves both parties.
Following are suggested components for building a successful one on-one mentoring par tnership:
 The mentee should be led through a productive personal assessment: identifying
strengths, weaknesses, skill development needs, career expectations and
objectives.
 Together, the mentor and mentee should establish expectations and goals.
 The mentor and mentee should develop a decision-making process for evaluating
professional opportunities and expectations.
 The mentor should know the norms, values, expectations and "politics" of the
institution.
 Time lines and goals for professional activity and research accomplishments should
be addressed.
 Both the mentor and mentee should receive feedback from her/his counterpart in
the relationship.
University Minority Mentor Program
Characteristics of a high-quality mentoring relationship include the
following:
 Networking goes beyond mentor/mentee dyad; mentor actively seeks
opportunities to introduce mentee to those with similar job descriptions and/or
research interests.
 Gender, racial/ethnic, and other differences are accepted and respected.
 A mentor does not use the mentee to further the mentor’s goals.
 Commitment of specific amount of time per week or month, thus the regularity of
meetings is agreed upon.
 Both the mentor and mentee accept responsibility for fulfilling their jointly-created
"contract" to work towards a mutually beneficial relationship.
 Successful mentors are respected in the academic community, able to listen
effectively, provide constructive criticism and clearly articulate suggestions,
understand the culture of the institution and can identify barriers to and strategies
for success, are respectful of mentee’s multiple roles both personal and
professional, and can assist the mentee in devising realistic strategies.
EVALUATION
Discuss an evaluation process which allows for mid-course corrections and
problem solving strategies for dealing with institutional barriers as well as
"negative mentoring" issues. Address from the outset that the mentoring
relationship will change or adapt as the mentee becomes more comfortable
and involved.
(Adapted from: National Centers of Leadership in Academic Medicine:
Recommendations for a Successful Mentoring Program; Retrieved July 2011 from
http://www.wsulibs.wsu.edu/usered/learnbreak/materials/mentoring_expectations.doc)
University Minority Mentor Program
R E S P O N S I B I L I T I E S O F T H E FA C U L T Y / S TA F F M E N T O R
CHARACTERISTICS
 Committed to helping mentee formulate his/her own specific goals.
 Respected, well established and knowledgeable in his/her career.
 Respectful of diversity and differences.
RESPONSIBILITIES
Mentors should demonstrate the ability and a commitment to:
 Obtain and share knowledge about the institution’s environment.
 Transfer knowledge of institutional politics.
 Provide advice regarding career advancement.
 Provide emotional support and encouragement.
 Lead by example and establish an environment in which the mentee’s
opportunities for advancement are maximized.
 Encourage mentee to ask questions.
 Introduce the mentee to other key individuals and resources inside and
outside the institution.
 Identify opportunities for mentee.
University Minority Mentor Program
E X P E C TA T I O N S O F T H E M E N T E E S
CHARACTERISTICS
 First- year students at the University of Florida.
 Open and willing to engage in a productive mentoring relationship their first
year on campus.
RESPONSIBILITIES
Mentees should demonstrate a commitment to the following:
 Assuming responsibilities for her/his own career development.
 Actively initiating the mentor relationship.
 Facilitate and participate in the development of a constructive relationship.
 Evaluate the mentor program, as required.
A MENTOR IS NOT . . .
 A (surrogate) parent.
 A professional counselor or therapist.
 A flawless or infallible idol.
 A social worker.
 A lending institution.
(Adapted from: University of California Northridge Equal Opportunity Program; The Power of Peer Mentoring; Retrieved
July 2011 from http://www.wsulibs.wsu.edu/usered/learnbreak/materials/mentoring_expectations.doc)
University Minority Mentor Program
C O M M U N I C A T I O N B E T W E E N FA C U L T Y / S TA F F
MENTORS AND MENTEES
Many skills are vital for mentors to develop in order to perform and serve their students effectively. In
most cases you will deal with issues related to academics, but as your relationship grows with your
students, they may come to you with issues of a more personal nature – these issues will often have an
impact on their success as a student. The most important thing to remember in any situation is that
you’re not a counselor. Know your limits – sometimes the best way you can help others is by referring
them to someone else with more experience.
KEYS TO SUCCESS
Listen
Fully participate in a conversation by being an active listener and utilizing some
simple counseling skills such as reflecting, encouraging and asking questions. Be aware
of how your body language can affect a conversation.
Ask open-ended questions
Any question that elicits a “yes/no” answer won’t be as helpful as a “what, when, how,
who” question. “Why” questions seem like they would get more information, but keep
in mind that they can sometimes imply criticism and cause defensiveness (i.e., “Well,
why didn’t you go to all the study sessions?”).
Attend and respond to both content and feeling
Often there are two things going on at once – there is an issue, and the person has
some kind of feeling or reaction to that issue. You need to attend and respond to both.
Consider this: “I’m so mad about my Chem test!” What is the content (performance on
the Chem test)? What is the feeling (anger)? It’s important to attend to both.
Remember that issues presented to you could have some underlying themes and might
even be symptoms of a larger problem.
Let the student solve the problem
It’s easy to want to try to solve things for people, but that’s not really as helpful as it
might seem. Usually, the student knows the answer or knows how to solve the problem
but just needs someone to ask the right questions and encourage their processing.
Refer to/use your resources
Don’t expect yourself to be a trained counselor. But know your resources (CAs, HDs,
other Res. Life staff, your Learning Community Coordinator, Dean of Students Office,
etc.) and help people make use of those individuals and services. It’s OK to say, “I
don’t know” as long as you get the information for the person.
(University, Iowa State, 2005, pp. 5-6; Retrieved July 2011
from http://www.lc.iastate.edu/Peer%20Mentor0910.pdf)
University Minority Mentor Program
LISTENING SKILLS TECHNIQUES
Parroting
Parroting is repeating back the same sentence or phrase that was just said.
Clarify
Clarifying is asking the person to expand on or further explain something they
mentioned.
Paraphrase
Paraphrasing is taking a long statement and repeating it back using only the key
points and feelings.
Summarize
Summarizing is, near the end of a conversation, going back and touching on the
various points you have talked about.
“I” Statements
“I” statements are repeating what someone says using yourself as the active party.
For example, “What I’m hearing is…”
Normalizing
People commonly fear that what they feel or think is not normal. Letting a person
know that others experience similar thoughts and feelings will help them feel more
comfortable.
University Minority Mentor Program
Our First Meeting:
A Planning Worksheet
Before you undertake anything significant in your life that’s new, it can be helpful to take a few
minutes to do some planning.
Planning is just a way to get clear on what you hope to accomplish — the ‘end’ — and then to lay out
some logical steps to help get you there — the ‘means.’ This worksheet walks you through some
common sense steps to plan a first meeting with your mentee.
Basic Background Information
(Make sure you have all the information filled in below)
My mentee’s name is:
________________________________________________________________________________
Nickname (if any)
_________________________________________________________________________________
Phone number(s)
_________________________________________________________________________________
Email address
_________________________________________________________________________________
Best time to call/ contact
____________________________________________________________________________
What would I like my mentee to call me?
________________________________________________________________
Has my mentee been told who I am and that I will be calling?
__Yes __ No __ Don’t know
If the answer is “no” or “don’t know” and you are working through a formal program, please contact
program staff and find out the status of this step. Calling before your mentee has heard about you
can make the first conversation awkward and confusing.
(MENTOR/National Mentoring Partnership, 2005, p. 12; Retrieved August 2013 from
http://www.mentoring.org/downloads/mentoring_413.pdf)
University Minority Mentor Program
Thinking Through the First Meeting
Typically, first meetings allow two people to get to know a little bit about each other, attach a face to
a name and gain a bit of comfort. To do so, you need to think about what setting would feel
comfortable for both of you, and plan out some conversation starters — knowing that these are tools
if you need them, not a formula.
(1) WHERE MIGHT I MEET WITH MY MENTEE WHERE WE BOTH WOULD FEEL COMFORTABLE ?
(2) WHAT ARE SOME THINGS I COULD TELL MY MENTEE ABOUT MYSELF THAT WOULD HELP US GET
TO KNOW EACH OTHER A LITTLE BIT ? W HAT ABOUT ME AND MY LIFE STORY MIGHT BE INTERESTING
AND RELEVANT TO THIS YOUNG PERSON ?
(3) WHAT ARE SOME QUESTIONS I COULD ASK MY MENTEE TO GET TO KNOW HIM /HER A LITTLE
BIT WITHOUT PRYING ? (W RITE SOME POSSIBLE OPEN -ENDED QUESTIONS BELOW. N OTE: THESE ARE
QUESTIONS THAT CANNOT BE ANSWERED WITH A ‘YES ’ OR ‘NO.’)
(4) WHAT DO I WANT OUT OF THE MENTORING RELATIONSHIP — WHAT ARE MY HOPES ?
(5) HOW CAN I FIND OUT WHAT MY MENTEE HOPES TO GET OUT OF THE RELATIONSHIP — WHAT
QUESTIONS MIGHT I ASK ?
We recommend you look over your answers to this planning sheet shortly before your first meeting
with your mentee. You might even bring it along to offer it as a bit of a roadmap for you both to
follow.
(MENTOR/National Mentoring Partnership, 2005, p. 12; Retrieved August 2013 from
http://www.mentoring.org/downloads/mentoring_413.pdf)
University Minority Mentor Program
MEN TEE/ MENTOR P ROFI LE
291
309
Mentees
Mentors
Mentees
Mentors
81
208
2
5
9
3
10
Men (Male)
Woman (Female)
Transgender
Gay
Bisexual
Pansexual
Asexual
26
5
34
1
College of Agricultural and Life Sciences
College of Design, Construction and
Planning
College of Education
College of Engineering
College of Fine Arts
College of Health and Human
Performance
College of Journalism and
Communications
College of Liberal Arts & Sciences
College of Nursing
College of Public Health and Health
Professions
Fisher School of Accounting
Heavener School of Business
Unknown
Did Not Respond
1
49
7
12
7
114
6
22
4
27
7
0
3
10
27
2
3
6
3
6
28
59
7
8
3
5
16
5
11
76
0
College of Agricultural and Life Sciences
College of Design, Construction &
Planning
College of Dentistry
College of Education
College of Engineering
College of Fine Arts
College of Forest Resources and
Conservation
College of Health and Human
Performance
College of Journalism & Communications
College of Law
College of Liberal Arts & Sciences
College of Medicine
College of Nursing
College of Pharmacy
College of Public Health & Health
Professions
College of Veterinary Medicine
Division of Student Affairs
Fisher School of Accounting
Heavener School of Business
Other (Libraries, Admissions/Enrollment
Management, IRB, HR, etc.)
Did Not Respond
University Minority Mentor Program
Mentor-Mentee First Meeting Ideas
The first meeting is the time to get to know each other. Find out about the classes your mentee is taking,
their goals of the mentoring relationship, their favorite foods. Share information about your family,
hometown, favorite TV shows the possibilities are endless!
GRAB LUNCH OR COFFEE ON CAMPUS
 Reitz Union Food Court
Choose from a variety of options such as Panda Express, Subway, Papa Johns, Burger
King and many more!
 Gator Dining - Quality Food and Service for the Gator Nation
Locations all across campus.
http://www.bsd.ufl.edu/g1c/dining/dining.asp
 Arredondo Cafe - “Best Restaurant on Campus!”
Located on the 4th floor of the Reitz Union.
352-392-3463
 Camellia Court Café
Located at the Harn Museum of Art
http://www.harn.ufl.edu/visit/cafe
EXPLORE THE VAST VARIETY OF EATERIES GAINESVILLE HAS TO OFFER
 Yogurtology
http://yogurtology.com/locations/gainesville/
 Mochi - The “Premier Choice for Frozen Yogurt”
http://mymochi.biz/
 Tijuana Flats - Burritos, Tortillas and more!
○ Tip: Look for Taco Tuesday and Throwback Burrito Thursday!
http://www.tijuanaflats.com
 Dragonfly Restaurant - Voted Best Sushi Restaurant in Gainesville!
http://www.dragonflysushi.com/
 Satchels Pizza - Home of the World Famous Satchel Salad!
http://www.satchelspizza.com/
University Minority Mentor Program
TAKE A TOUR OF CAMPUS VIA RTS [BUS # 119 AND #125]
http://www.go-rts.com/
BECOME A PART OF UF HISTORY! PARTICIPATE IN ONE OF THE MANY
UF TRADITIONS
 Attend a WOW: Weeks of Welcome event
http://www.dso.ufl.edu/nsfp/first-year-experience/wow/
 Visit the bat house at sunset
http://www.wec.ufl.edu/extension/wildlife_info/wildlife_uf/bathouse.php
 Take a walk along Lake Alice
http://virtualtour.ufl.edu/campus_sites/alice.htm
 Visit the Butterfly Rainforest or Florida Museum of Natural History.
http://www.flmnh.ufl.edu/butterflies/
http://www.flmnh.ufl.edu/
 Take a group exercise class
http://www.recsports.ufl.edu/fitness/group-fitness/
 Enjoy the great outdoors at Lake Wauburg
http://www.recsports.ufl.edu/lake-wauburg
 Take an Arts & Crafts class or Leisure Class
Reitz Union: https://www.union.ufl.edu/leisure/secure/
 Visit the Harn Museum of Art
http://www.harn.ufl.edu/
University Minority Mentor Program
G E N E R AT I O N A L L A N G U A G E
Sometimes you may feel that your mentee is talking a foreign language. Just as you had certain
slang phrases when you were young, so will your mentee. On this page, keep a “dictionary” of the
current “in” terms that mentees in your area are using. Share these with other mentors. Think about
what you said to your mentee that meant the same thing. Share these with your mentee. That
should be lots of fun!
Don’t forget…the same word may have different meanings depending on the context of the situation and
the inflexion of the voice. Here are a few examples.
Word
Aight
Benjamins
Boo
Meaning
Good, great
Any money, but specifically $100
bills
Sweetheart, particularly a
boyfriend/girlfriend
How it’s used
He’s aight!
(contraction for “all right”)
It’s all about the benjamins!
He’s my boo.
Digits
Phone number
He’s been tryin’ to get my digits.
Drama
Very serious problem
Fly
Looks good
Ghost
Out of here, gone
Homeboy
Brother, friend
He’s my homeboy.
Peeps
Family
My peeps are aight.
That car is phat.
Phat
Abundant, desirable
Punk
Someone who is scared
Slammin
Very attractive
Wack
Corny, boring
LOL
Acronym for “laugh out loud,”
Suggests something was funny
We creamed FSU in volleyball lol
JK
Acronym for “just kidding”
Tebow’s not a good football player,
JK.
We got a drama goin’ on.
That girl is fly!
I’m so ghost.
She’s punk
My teacher’s slammin.
That movie was wack.
University Minority Mentor Program
U M M P R E S O U RC E G U I D E
COMPILED BY: TONIKA JONES AND KIWANIS BURR
Academics
Health & Wellness
Campus Libraries (general info)
(352) 273-2525
www.uflib.ufl.edu/
Counseling & Wellness Center
(352) 392-1575
www.counseling.ufl.edu
Office of Academic Support
311 Little Hall
(352) 392-0788
oas.aa.ufl.edu/
Student Health Care Center
(352) 392-1161
www.shcc.ufl.edu/
Office of Admissions
(352) 392-1365
www.admissions.ufl.edu
Reading and Writing Center
(352) 846-1138
http://writing.ufl.edu/writingcenter/
Teaching Center
(352) 392-2010
www.teachingcenter.ufl.edu
University Registrar Office
(352) 392-1374
www.registrar.ufl.edu/
Books
Follett Bookstore (on campus)
(352) 392-0194
www.ufl.bkstr.com
Florida Bookstore
Main Store
(352) 376-6066
www.flbookstore.com
Dining
Gator Dining Services
(352) 392-2491
www.gatordining.com/
Two Dollar Delivery
www.2dollardelivery.com
Gator1 Cards
Gator 1 Central
(352) 392-8343
www.gator1.ufl.edu
GatorWell Health Promotion
Services
(352) 392-1161
gatorwell.ufsa.ufl.edu/
Main Office
3190 Radio Rd
(352) 273-4450
(RTS Routes 20, 21, 119, 125)
GatorWell at the Springs
(Upstairs in the Springs Commons
Building)
(352) 392-6144
GatorWell at Jennings
(Downstairs in the Activity Room)
(352) 392-217 x10707
Miscellaneous
Career Resource Center
(352) 392-1601
www.crc.ufl.edu
Computing Help Desk
(352) 392-4357
www.helpdesk.ufl.edu/
Student Legal Services
(352) 392-5297
www.studentlegalservices.ufl.edu
Student Nighttime Auxiliary
Patrol (S.N.A.P.)
(352) 392-7627
http://www.police.ufl.edu/comm
unity-services/student-nighttimeauxiliary-patrol-snap/
UF Police Department
(352) 392-1111
www.police.ufl.edu/
University Ombudsman
(352) 392-1308
www.ombuds.ufl.edu/
Recreation &
Entertainment
Athletic Association
(800) 344-2867
(352) 375-4683
www.uaa.ufl.edu/
Lake Wauburg, Recreational
Sports
(352) 466-4112
www.recsports.ufl.edu/lakewauburg
Recreational Sports
(352) 846-1081
www.recsports.ufl.edu/
Southwest Recreation Center
(352) 846-1081
www.recsports.ufl.edu/facilities/
southwest-recreation-center/
University Box Office
(352) 392-1653
www.union.ufl.edu/ubo
Student Affairs
Center for Leadership and Service
(352) 392-1215
www.leadershipandservice.ufl.ed
u/
Center for Student Activities and
Involvement
(352) 392-1671
www.union.ufl.edu/involvement/i
ndex.asp
Dean of Students Office
(352) 392-1261
www.dso.ufl.edu/
Disability Resource Center
(352) 392-8565
www.dso.ufl.edu/drc
Multicultural and Diversity Affairs
(352) 392-1217
www.multicultural.ufl.edu/
New Student Programs
(352) 392-1261
www.dso.ufl.edu/nsfp
University Minority Mentor Program
Off Campus Life
(352) 392-1207
www.offcampus.ufl.edu/
Student Alumni Association
(352) 392-1905
www.ufalumni.ufl.edu/saa
Student Conduct and Conflict Resolution
(352) 392-1261
www.dso.ufl.edu/sccr
Student Financial Affairs
(352) 392-1275
www.sfa.ufl.edu/
Student Government
(352) 392-1665
www.sg.ufl.edu/
University Financial Services
(352) 392-0181
www.fa.ufl.edu/ufs
Vice President for Student Affairs
(352) 392-1265
www.ufsa.ufl.edu/
Transportation
Gainesville Regional Transit System (RTS Bus)
(352) 334-2600
www.go-rts.com
ufl.transloc.com/ (for mobile tracking)
Transportation and Parking Services
(352) 392-7275
www.parking.ufl.edu/
ufl.transloc.com/mobile.php (to download app)
University Minority Mentor Program
I M P O R TA N T R E S O U R C E S
Please visit our website at http://multicultural.ufl.edu/ummp/ for resources and important
information.
Go to Mentee & Mentor Resources for a list of great resources
Resources available include:
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Mentor Handbook
Mentor Training PowerPoint
Mentor-Mentee Agreement Form
(Due September 5)
Our First Meeting: A Planning
Worksheet
Plus more links to the following:
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Calendars of Events for campus and citywide events
Activity Resource Ideas for you and your
mentee
Student Organizations your mentee
might be interested in
UF resources of interest
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First Meeting Conversations
Mentor-Mentee First Meeting Ideas
Generational Language
Campus Resource Guide
How to Be a Great Mentor
(Inside HigherEd)
The UMMP Staff is here to support you and provide any help that we
can to assist you with providing UF students with a great mentoring
relationship.
If there is anything we can do to support you, please let us know.
University Minority Mentor Program (UMMP)
P301 Peabody Hall
PO Box 114135
1500 Union Road
Gainesville, Florida 32611-4135
(352) 294-3549
ummp@multicultural.ufl.edu