The TRiO
Make It Happen!
Mentoring Program
Mentor Training
Manual
TRiO Student Support Services
Edmonds Community College
2012-2013
2012-2013 Edition
January 10, 2011
Mentor Training Manual Created By: Allison Paytosh
Program Coordinator, Make It Happen TRiO Mentor Program
Student Engagement Specialist (AmeriCorps)
TRiO Student Support Services
October 27, 2011
Mentor Training Manual 2011-2012 Edition Edited By: Katie Gast
Program Coordinator, Make It Happen TRiO Mentor Program
Student Engagement Specialist (AmeriCorps)
TRiO Student Support Services
September 5, 2012
Mentor Training Manual 2012-2013 Edition Edited By: Laura Caferro
Program Coordinator, Make It Happen TRiO Mentor Program
Student Engagement Specialist (AmeriCorps)
TRiO Student Support Services
Make It Happen
TRiO Mentoring Program
2
Mentor Manual 2012-2013
I. Opening Address
 Mission Statement
 Vision
Contents
4
4
II. Description of Involvement
 What is Peer Mentoring
 How is Mentoring Different from Tutoring
 Benefits of Being a Mentor
 Description of duties
 Mentor Agreement
 Mentee Agreement
 Confidentiality Agreement
5
5
6
7
8
9
10
III. Policies and Procedures
 Confidentiality
 Boundaries
 Crisis management
11
12
13
IV. Relationship Development and Maintenance
 How to be an effective mentor
 Mentoring sessions
 Effective closure of mentoring relationship
14
15
15
V. General Expectations
 Tracking your mentoring relationship
 Mentor Support Group
16
16
VI. A Mentor’s Toolkit
 Focused Attending
 Cultural Sensitivity
 Your Basic Rights
 TRiO resources
 EdCC resources
 Website resources
 Mentor To-Do List
17
18
18
19
20
21
22
VII. Appendices
 Initial email template
23
Make It Happen
TRiO Mentoring Program
3
Mentor Manual 2012-2013




Pre-mentoring survey
Post-mentoring survey
TRiO Mentee Tracking Log
TRiO Mentor Development Tracking Log
24
25
26
27
VIII. References
28
Mission Statement
The Make It Happen, TRiO Mentoring Program will provide new TRiO students with a
supportive one-on-one relationship with a peer mentor who’s focused on promoting the
overall success of the student.
The objectives of this program are to help new TRiO students:




Develop and strengthen a sense of student identity.
Become effectively integrated into the school, faculty, and campus as a whole.
Articulate a sense of purpose about being enrolled at EdCC and pursuing their
education.
Acquire the necessary skills to become independent and life-long learners.
Vision Statement
The vision of the TRiO Make it Happen Mentoring Program is to enhance the quality of
experience, and improve the success of, TRiO students at Edmonds Community College.
This will thereby contribute to the cumulative success of the EdCC student body and the
community in which it operates.
Make It Happen
TRiO Mentoring Program
4
Mentor Manual 2012-2013
What is Peer Mentoring?
In order to define what a Peer Mentor is, we must first acknowledge what it means
to be someone’s ‘peer’. A peer is defined as “someone who is of equal standing with you—
a friend, a colleague, a fellow student” as explained by mentoring specialists Marni Sanft,
Michael Jensen, and Eldon McMurray (5). We all have many, many peers throughout our
lifetime! However, we do not all experience what it is like to have a mentor.
A mentor is someone who fosters a structured and trusting relationship with their
mentee by providing “constructive role-modeling, encouragement towards raised
aspirations, and by positive reinforcement for the achievement of goals” (Grove and Huon
3). When someone fits the description of both a peer and a mentor, we call them a peer
mentor. This is an individual who “has learned from experience and has developed skills
to successfully guide other students through college.” A peer mentor can act as an adviser,
a guide, a sounding board, and a resource (Sanft, Jensen, and McMurray 5).
A peer mentor is more focused on “promoting the overall success of the whole
student, not just developing proficiency in a particular subject” (7). As a peer mentor, you
will attempt to build a more personal relationship with your peers and help them recognize
their goals and abilities so that they may achieve success!
A focus group of to-be mentors provided the following characteristics to describe
what a ‘mentor’ means to them: good listener, empathetic, supportive, strong character,
dependable, people-person, outgoing, knowledgeable of resources, flexible, works well with
others, and maintains boundaries. Another important characteristic of a mentor is having
“optimism about life”, as was expressed by several college students. One’s positive attitude
will encourage and support other students to discover their own abilities to succeed (5).
As a mentor, one should hold great appreciation for their role. The value of
mentoring is immeasurable. Mentors should feel a sense of commitment to the program.
Effective mentors are those who recognize the great opportunity to make a lasting
contribution in a mentee’s life.
How is Mentoring Different from Tutoring?
A “tutor may develop a relationship with the student being tutored, but the role in
most tutoring situations is to teach or clarify content specific to a course”. Tutoring is
limited to a specific time, space, and subject. However, mentoring is not (7). Mentoring
skills can compliment tutoring skills and improve the overall experience of the person
receiving assistance.
Make It Happen
TRiO Mentoring Program
5
Mentor Manual 2012-2013
Benefits of Being a Mentor

















Connect and contribute to your campus community
Develop leadership and mentoring skills
Empower others to succeed
Enjoy camaraderie with other peer mentors
Enrich your college experience
Experience the satisfaction that comes from serving others
Gain experience that looks good on a resume
Improve communication and people skills
Increase academic confidence
Learn to navigate the college system
Make new friends
Master key learning strategies
Network with faculty and students
Create and participate in service-learning opportunities
Receive a scholarship or other form of compensation
Take responsibility for your own success
Have fun!
(Sanft, M., Jensen, M., and McMurray 12-13)
Activity
Think of an individual(s) who has mentored you. Take a moment to reflect on that
experience. What was it about them that influenced you? What traits or qualities made this
person an effective mentor? What, if any, lessons did you learn from them? Then, share and
reflect with the group.
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
_________________________________________________________________________________________________________
Make It Happen
TRiO Mentoring Program
6
Mentor Manual 2012-2013
Description of Duties

Develop an enduring, trusting relationship with your mentee. From your very
first meeting, this will be the long-term goal towards which you work.

Communicate with your mentee only through your specified school email
account and in-person meetings. Refrain from phone calls, texts, instant
messaging, Facebook, MySpace, etc. as they are not appropriate means of
communication for the program.

Plan mentoring sessions a minimum of 3 times per month. You are expected to
meet this requirement regularly, meeting for a minimum of 30 minutes at a time.
These meetings must only occur on the EdCC campus (i.e., TRiO office, library, café,
etc.) unless approved in advance by the Program Coordinator. Record all meetings
in your mentee logs.

Adhere to all responsibilities listed on the Mentor Agreement form. This form
provides more detailed objectives for your role. It is very important you reflect on
those throughout your mentoring experience.

Maintain a strong academic standing. Mentors are expected to maintain a
minimum of a 3.0 GPA.

Balance your needs and your responsibilities as a mentor and a student.
Ultimately, your success as a student should always be your number one priority.
Keeping a balance is key!

Take time to reflect. Mentor support group meetings will be held throughout the
year and are there for your benefit and the overall growth of your mentoring
relationships.

Participate and serve in a leadership role in at least one service-learning
project per quarter. Work with your Program Coordinator to decide on your
participation and leadership role in a service-learning project each quarter. The
coordinator can provide information about different events going on around
campus and in the community! This is a great way to spend time with your mentee!
Make It Happen
TRiO Mentoring Program
7
Mentor Manual 2012-2013
Mentor Agreement
Mentor: _________________________________________________ (please print)
I understand my responsibilities are to focus on promoting the overall success of the student. I
understand that failure to comply with the conditions of this agreement is grounds for termination
from the mentoring program. I agree to the following conditions:
Initial Responsibilities
 Complete first mentor training with Program Coordinator
 Complete FERPA training
 Review all paperwork in your mentor folder
 Email your mentee and introduce yourself
 Other work-related tasks as assigned
Daily Responsibilities
 Build a trusting relationship with mentee(s)
 Maintain confidentiality in working with mentee(s)
 Be sensitive and respectful to the individual needs of mentee(s)
 Model appropriate and effective behavior while mentoring
 Listen, be patient and understanding while mentoring
 Help facilitate goal-setting skills in mentoring sessions
 Help create an academic plan (a specific guide will be provided according to mentee’s
program)
 Teach critical thinking and study skills
 Provide students with knowledge of resources in TRiO and on campus
 Keep an accurate record of all contact/sessions in monthly mentee log
 Document when a mentee cancels a session or does not show
 Keep track of trainings and extra-curricular activities attended on your mentor log (this will
help you articulate your experiences and build your resume!)
 Check your email daily & on a regular basis (this is a necessary method of communication!)
 If you have any questions/concerns that need resolution, meet with Program Coordinator
 Other work-related tasks as assigned
Quarterly Responsibilities
 Read/Review the Mentor Training Manual
 Submit completed mentor and mentee logs on the last day of every month/ last day of
quarter
 Attend all trainings (excellent professional development opportunities!)
 Attend all mentor support group meetings (1 per month)
 Commit to a regular mentoring schedule (minimum 3 sessions/month)
 Participate and serve in a leadership role in at least one service-learning project/quarter
 Maintain a strong academic standing (minimum 3.0 GPA)
 Balance life and your mentoring responsibilities
 Other work-related tasks as assigned
I have read and understand the above responsibilities. I will abide by these guidelines, which will
assist me in being a supportive and productive mentor. I will discuss any concerns I have with the
Program Coordinator. Failure to fulfill these responsibilities may result in termination.
Signature __________________________________________________
Make It Happen
TRiO Mentoring Program
8
Date ____________________
Mentor Manual 2012-2013
Mentee Agreement
Mentee: _________________________________________________ (please print)
I understand my responsibilities are to focus on succeeding at Edmonds Community College with
the support from my mentor. I agree to the following conditions:
Initial Responsibilities
 Meet with the Program Coordinator (to review paperwork and discuss mentor match)
 Receive email from mentor
 Plan a mentoring session schedule with mentor (minimum 3x/month, 30 minutes/session)
Quarterly Goals
 Build a trusting relationship with mentor
 Attend scheduled mentoring sessions
 Design your academic plan
 Plan out short-term and long-term goals with mentor
 Strengthen your student identity through participation in EdCC events.
 Ask mentor to help you navigate through the college and gather resources
 Participate in at least one service-learning project/quarter
 Check your email daily & on a regular basis (this is a necessary method of communication!)
I have read and understand the above guidelines. I will abide by these guidelines, which will assist
me in being a productive student. I will discuss any concerns I have with the Program Coordinator.
Signature _________________________________________________
Make It Happen
TRiO Mentoring Program
9
Date ____________________
Mentor Manual 2012-2013
Confidentiality Agreement
Please read the following contract once through, then fill in the necessary
blanks and sign and date the form. Thank you.
As part of my participation in the Make It Happen, TRiO Mentor Program,
I, _____________________________ (mentor), hereby enter into this agreement with
________________________________ (mentee) and as such agree to the following: I shall not, except as
authorized by ______________________________ (mentee), at any time during or after the TRiO Mentor
Program, disclose to any other person or entity any confidential or sensitive information which has
come into my possession or knowledge during the course of the TRiO Mentor Program; nor shall I
use any such confidential information for my personal use or advantage or make it available to
others. I will not disclose or use, directly or indirectly, any confidential information (e.g., names,
email addresses, students’ grades/academic standing, personal health information, financial
information, life situation, etc.), or make such confidential information available to others for use in
any way unless special circumstances apply (see next paragraph).
I,
_______________________________
(mentor)
understand
and
have
discussed
with
________________________________ (mentee) my duty to inform the Program Coordinator(s) of any
situations where there is concern of harm to self or others. This is the only time when complete
confidentially can be broken.
By my signing below I hereby acknowledge that I have read this agreement and agree to its terms.
_________________________________________
Name of Mentee (Please Print)
_________________________________________
Name of Mentor (Please Print)
________________________________________
Signature
_________________________________________
Signature
_______________________
Date
_______________________
Date
Make It Happen
TRiO Mentoring Program
10
Mentor Manual 2012-2013
Confidentiality

As a mentor, you hold a very valuable role in your mentee’s life. It is crucial for you to
act maturely, appropriately, and professionally during your mentoring sessions, other
interactions (including post-mentoring) with your mentee, and when speaking on
behalf of the program. This experience will be immeasurable and one you should be
very proud of as you grow and work towards future goals of your own.

In order to establish trust and confidence in the mentoring relationship as a mentor,
you need to understand the purpose of the confidentiality agreement and maintaining
confidentiality between mentor and mentee. Recognize, you have signed and agreed to
uphold the expectations for confidentiality while mentoring.

Confidential information may or may not include the following: names, email addresses,
students’ grades/academic standing, personal health information, financial information,
life situation, etc. Do not share the names of the other mentors, unless that particular
mentor has said it is okay with them.

When speaking to other peers, friends or family, you may tell them you have a mentee,
but never release the name of your mentee or other confidential information.

Try to avoid talking about private information through email. Kindly explain to the
mentee that if they have a concern, you can plan to meet in person to discuss the
concern. One should always be hesitant about what they write in an email. Your words
can easily be misunderstood in an email and cause stress on the relationship (Sanft,
McMurray, and Jensen 142-143).

A mentee may disclose private information to the mentor as they build a mentoring
relationship. A mentor should not share this information with anyone else, *UNLESS the
mentee is in danger of doing harm to self or others (61).

Making a referral: When working with a mentee, you must ask for permission before
consulting with others (*except for the one exception). A mentor can help a mentee who
is struggling with serious emotional problems and/or might be in danger of doing harm
to self or others, by making a referral to counseling services or another appropriate
service. It is very appropriate to offer to walk them to the counseling center and assist
with the initial contact. Willingness to do this increases the likelihood that the mentee
will actually receive the help they need and will build trust within the mentoring
relationship. Also, if you know the person/organization that you refer them to, it will
better guarantee that they receive proper support. Remember to validate the fact that
the person came to you for help and be honest about your limits and your need to refer.
Also, remember to follow-up with your mentee and see how things are going and
continue to provide support (203-205).

Contact the program coordinator immediately in any case that you have concerns
about your mentee. These concerns do not need to be emergencies only. Contact the
program coordinator once you have first come to recognize there is a problem.
Make It Happen
TRiO Mentoring Program
11
Mentor Manual 2012-2013
Boundaries

Before you begin your mentoring relationship, you should be aware of your
boundaries and how to establish them within a mentoring relationship. It is
important to discuss boundaries early. You can have this discussion while filling out
the confidentiality agreement together.

Remember, you are a student, but you are also in a position to represent TRiO. It is
important for students to trust you and open up to you, but you need to avoid
becoming too involved in personal issues. You should continue to discuss
boundaries throughout the relationship. Situations may come up where you need to
remind the mentee or yourself that certain boundaries have been established and
need to be adhered to (Sanft, McMurray, and Jensen 61).

(IMPORTANT)There are certain boundaries that all mentors and mentees are
expected to adhere to. These are:

At no point, shall a mentoring relationship turn into a romantic relationship.

Communication should remain through face-to-face contact and email only.
Cell phones, text messaging, Facebook, or MySpace are not a suitable means
of communication for this program to ensure that a meaningful relationship
can be established.

Mentors and mentees will not threaten to cause harm to one another.
* At any point that one feels these boundaries might be comprised, please consult
with the program coordinator before a crisis develops. The program coordinator can
help to establish clear boundaries.
Make It Happen
TRiO Mentoring Program
12
Mentor Manual 2012-2013
Crises Management
Remember that you are a peer mentor, not a magician.

As a mentor, you act as a student advocate. You are a resource that can lead others
to the help they need and the goals they wish to achieve. However, you are not a
miracle worker. You do not need to take on responsibility for your mentee’s every
request. Remember, one of the main program objectives is for mentees to acquire
the necessary skills to become independent and life-long learners. You will not be
able to hold their hand every step of the way, or make every decision for them.

When a mentee comes to you in crises, remember these important principles:
 Keep a calm voice and listen – this will help the mentee to calm down
 Ask the mentee to describe the situation or problem
 Listen for what the real problem is
 Use decision-making skills to establish a plan to solve the crises
 Ask the mentee if you they have sought help previously
 Know the limits of what you can do
 Make appropriate connections or referrals
 Be patient
 Follow up

A mentee may or may not seek out your help. In situations where you believe a
mentee is experiencing some problems or a crises, be on the lookout for these
observable warning signs:
 Change in attitude about school
 Sleeping in class
 Not attending class
 Missing or being late with assignments
 Ambivalence about their performance
 Negative changes in appearance
 Negative comments about themselves
 Negative comments about others
 Being quickly angered or bothered (Sanft, Jensen, McMurray 43)
Make It Happen
TRiO Mentoring Program
13
Mentor Manual 2012-2013
How to be an Effective Mentor
The key is AUTHENTICITY! Be your true self.
During your first few meetings, which may be through email or in person, it is important to
keep a few principles in mind:
1. Make a good first impression
(a) Speak in lower tones and keep your voice relaxed - this will portray the impression
of confidence and knowledge.
(b) Be informed- about the program, the goals for your relationship, and how you can
help.
(c) Discuss confidentiality and establish clear boundaries
2. Communicate to the mentee that he/she is special
(a) “I’m really looking forward to meeting you in person Allison!”
(b) Remember to call the mentee by their name throughout the conversation.
(c) Listen for feelings- tune in to clues (e.g., tone of voice) and react accordingly.
(d) Try to relate to the mentee and build rapport.
3. Be an effective listener
(a) Try to be more interested in what the other person has to say, then what you have
to say (see “Focused Attending” in Mentor’s toolkit).
(b) Put aside all other work and distractions.
(c) Generate a visual picture of what the mentee is telling you.
(d) Don’t cut the mentee off.
(e) Ask questions and give feedback.
(f) Each student has his/her own strengths- you are there to help them discover these,
not to make them clones of you.
(g) Be sensitive to students with special needs.
4. Be enthusiastic about your work
(a) Lead by example.
(b) Learn everything you can about what EdCC has to offer students.
(c) Put personal problems aside.
(d) Be sincerely interested in the conversation.
(e) When dealing with an angry/upset individual, stay composed and do not take things
personally. Use empathy and take a break when needed.
(f) Remember, the most beneficial relationship will be a reciprocal one (i.e., mutually
benefiting).
5. Communicate to the mentee that the Make It Happen TRiO Mentor Program exists to
help him/her maximize their experience at EdCC.
(a) Establish initial meetings and structure for mentoring sessions.
(b) Focus on developing a sense of understanding and commitment within the
relationship.
(c) Gradually over time, the mentors need to be able to step back, little by little, as the
mentees assume more responsibility for the mentoring sessions (Grove, Julie &
Huon, Gail. 9-12.)
Make It Happen
TRiO Mentoring Program
14
Mentor Manual 2012-2013
Mentoring Sessions

All mentoring will take place through email or face-to-face, during on-campus
meetings.

Please feel free to use the TRiO office as a place to meet as well as any other location
on campus. Attending campus events together is a great way to get to know your
mentee. Try to identify activities of interest to both of you: service-learning projects,
sporting events, lectures, student-life programs, plays, etc. Also, keep your eyes and
ears open for event outings planned and scheduled by Lead Mentors!
 Off-campus meetings are not acceptable for this program unless otherwise
approved by the Program Coordinator.
Effective Closure of Mentoring Relationship
Are you there yet?

The mentoring relationship should end when the mentee has shown progress in
their endeavors, achieved their desired skills and goals, and demonstrated
confidence in their ability to succeed on their own. This stage of your relationship
gives you time to reflect upon what you have accomplished together.

A mentoring relationship can end for many different reasons. A student may be near
graduating or transferring. They may also have to choose to discontinue school to
deal with other life concerns. Hopefully, wherever and whenever the relationship
comes to a close you can say that you and your mentee have addressed some or all
of their concerns and reached their goals.

Just as each student is unique, the length of time that you need to spend in the
mentoring relationship will be different. Some students may need or request little
help, while others may seek your advice consistently across a quarter. Remember,
that you are not there to help them throughout their entire academic career. Your
ultimate goal is to see them grow and possess the necessary skills to succeed on
their own.

Reaching this stage does not mean that your interaction with the student has ended.
It just means that your relationship will take on a different form. You may still stay
in contact with the student to see how they are doing in the future (Sanft, McMurray,
and Jensen 66).
Make It Happen
TRiO Mentoring Program
15
Mentor Manual 2012-2013
Tracking Your Mentoring Relationship

Within your mentor folder, you will find the following items for tracking purposes:
1. Pre-mentoring survey
2. Post-mentoring survey
3. Mentee Logs
* Keeping up to date with these forms will be very helpful to the program’s success.
Mentoring Surveys

Part of the program includes assessment. In the first meeting, mentees should be
asked to fill out a pre-mentoring survey. These can be found in the mentor folder.

Upon the conclusion of your mentoring relationship, mentees need to fill out the
post-mentoring survey as well. In addition, if your mentee has met with you 3 or
more times, they will need to take an assessment. This information will be helpful in
retaining funding for a TRiO AmeriCorps Student Engagement Specialist in the
future.

When mentors decide to discontinue their participation in the program, there is also
a mentor survey to be completed. Ask the program coordinator for more
information.
Log Forms

Each mentor will have an official log form. The mentor will list the names of each
mentee and provide further description of each: date of mentoring sessions, total
hours mentored, whether you participated in a Service Learning Project, and a
description of what you did during your session.
Mentor Support Group

All of the mentors create a support group. When this group comes together they can
share thoughts and experiences and share advice. The goal is to schedule 1 meeting
per quarter where mentors will come together to discuss the progress made by the
mentees and mentors. This meeting may also become an additional training session
for the mentor, so it is very important that you try to attend.
Make It Happen
TRiO Mentoring Program
16
Mentor Manual 2012-2013
Focused Attending
Kristi Slette
Skillshare Associates
2010
Focused attending is a set of physical and psychological skills that increase the
success of humans to clearly communicate and understand what they are hearing and
seeing during an interaction with one or more people.
Physical attending (posture of attention): Physical behavior that increases your
ability to communicate accurately and understand another individual. *It is important to
remember that attending behaviors are culture-specific.
Typically in the United States the following behaviors are culturally encouraged:
(Use the acronym SOLER helps us remember how to physically attend to the individual you
are mentoring.)
S: Sit Squarely
O: Open Posture
L: Lean Forward/Lean Back
E: Eye Contact (Culturally appropriate)
R: Relax (Release muscular tension and breath)
Psychological attending: Mental behavior that increases your ability to
communicate accurately and understand another individual.




Calm your body and mind
Engage in active listening (also called Clinical Listening or Listening to
Understand): Your job is not just to hear what the other person is saying, but
also to be a keen communicator and observer of behavior.
Form appropriate responses
Demonstrate Empathy
(Slette, Kristi. Learning in Adulthood: The Basics of Coaching, Mentoring, and Teaching Adults. Skillshare
Associates, 2010.)
Make It Happen
TRiO Mentoring Program
17
Mentor Manual 2012-2013
Cultural Sensitivity
A person who is culturally sensitive is aware that there could be differences between
their culture and another person’s, and that these differences could affect their relationship
and the way they communicate with each other.
Culturally sensitive people attempt to be free from prejudices and preconceptions
about other cultures.
As a mentor, it is important to be aware of any cultural differences between you and
your mentee. You must learn to accept other cultures (even if you do not agree entirely)
and not let differences in beliefs hinder the relationship.
It is also important to familiarize yourself with common behaviors of the different
culture. Certain behaviors or expressions that may seem acceptable to you could be
perceived as rude or derogatory to others. Ask your mentee to share these with you or do a
little research of your own (Sanft, McMurray, and Jensen 107-113).
Your Basic Rights
Always remember your basic rights. Share these with your mentees and remind
them to recognize these in their life. These may be fun to share together when talking about
boundaries. These rights relate to your personal boundaries.
Your Basic Rights
You have:
 The right to act in ways that promote your dignity and self-respect as long as
others’ rights are not violated in the process.
 The right to be treated with respect.
 The right to say no and not feel guilty.
 The right to experience and express your feelings.
 The right to take time to slow down and think.
 The right to change your mind.
 The right to ask for what you want.
 The right to do less than what you are humanly capable of doing.
 The right to ask for more information.
 The right to make a mistake.
 The right to feel good about yourself.
(Jakubowski, P. & Lange, A.J. The Assertive Option: Your Rights and Responsibilities. Research Press, 1978.)
Make It Happen
TRiO Mentoring Program
18
Mentor Manual 2012-2013
TRiO Resources
“TRiO is a federally funded program that provides low-income, first generation
college students and students with disabilities the valuable support and services that will
assist in student success and persistence towards graduation. TRiO serves to motivate and
help students accomplish their goals by offering comprehensive individual support.”
http://edcc.edu/trio/

The website is rich with helpful information ranging from information on tutoring
services to applying for scholarships. Familiarize yourself with all it has to offer.

TRiO has a filling cabinet filled with resources to assist with student success. For
example, there are multiple worksheets/resources for building time management
skills, stress management exercises, college booklets and transfer information, etc.

Help navigate your mentee through an issue by sitting down and using one of the
TRiO computers. Help walk them through a problem to find the resolution.

Help and encourage your mentee to receive tutoring services by one of our TRiO
tutors. See the TRiO Academic Coordinator to get started.

Utilize the TRiO staff as well. They are all happy to help provide suggestions!
Make It Happen
TRiO Mentoring Program
19
Mentor Manual 2012-2013
Resources at EdCC
Academic Advising
http://www.edcc.edu/advising/
Counseling Center
http://www.edcc.edu/counseling/
“Academic advisors are trained to advise across many program areas and they typically meet with
students who are in the exploratory or early stages of their academic careers.”
“The Edmonds CC Counseling and Resource Center in Mountlake Terrace Hall room 145 (425-6401358) offers appointments with professional counselors for free, short-term counseling (3 to 5
sessions), as well as referral to community resources, to help students adjust to, cope with, and
succeed in college. The Center also offers an original series of “When Someone You Know”
brochures that address a variety of topics such as depression, anxiety, and more.”
Diversity Student Center
http://www.edcc.edu/dsc/
Services for Students with Disabilities
http://www.edcc.edu/ssd/
The Diversity Student Center, located in Brier Hall, serves all students, with a focus on ethnicallydiverse, homeless, female, gay, lesbian, and gender-diverse students. In addition to promoting
diverse events, they also provide:
~resource assistance to help students understand college life;
~connections to a conversation partner program to help second language speakers with English (in
a friendly conversational setting);
~a resource library with items for loan for a full quarter;
~ assistance to club members, and a computer lab with internet access for students.
“Our program helps students with all types of disabilities such as: deaf, mobility, language, learning
disability, blind/visual, chronic health, neurological, psychological, or emotional. We also help
students work with outside agencies and other programs to ensure they succeed in college.”
Project H.I.R.E. (Hire Individuals Ready for Employment)
http://www.edcc.edu/ssd/_project_HIRE.php
“Project H.I.R.E. provides participants with a personal job developer to help you find the employer
and the job that is right for you. “
Career Action Center
http://www.edcc.edu/careeractioncenter/
“We create connections between employers and students by providing opportunities for
recruitment, career information, job search, internship education and access to retraining. Services
include online job and internship listings, a career resource room, job and internship search
assistance, and an academic internship program. For those looking for help paying for career
training, we offer a worker retraining program and an opportunity grant.”
Student Life
http://www.edcc.edu/stulife/
Locate and learn about student government, clubs, volunteer opportunities, and other activities for
your mentee to get involved with.
Make It Happen
TRiO Mentoring Program
20
Mentor Manual 2012-2013
Website Resources
http://mentoring.org/
Everything you could possibly learn about mentoring, how to find mentoring opportunities,
and what other mentors are doing around you.
www.wamentors.org
“Washington Mentor is a student services website representing the colleges and
universities of Washington.”
http://mappingyourfuture.org/
“Mapping Your Future is a national collaborative, public-service project of the financial aid
industry- bringing together the expertise of the industry to provide free college, career,
financial aid, and financial literacy services for students, families and schools.”
http://www.thewashboard.org
Washington Scholarship Coalition- “A partnership of public and nonprofit agencies
coming together to build an online scholarship marketplace and provide a trusted source of
scholarships. The Washington Scholarship Coalition exists to create connections and
ensure scholarship funds are reaching those in need.”
http://www.edcc.edu/library/scholarships/default.htm
Edmonds Community College Library website- This PowerPoint presentation, created
by the EdCC Library faculty, shows how to find the most useful online scholarship
information and resources for you.
http://www.edcc.edu/foundation /scholarships/
Edmonds Community College Foundation- The EdCC Foundation supports access,
success, and excellence for students, faculty and staff.
http://www.collegeplan.org/cpnow/pnwguide/pnwguide.htm
Pacific Northwest Scholarship Guide- The Scholarship Guide-Online is a personal stepby-step tool, designed for you.
http://nchelp.org/index.cfm
“Represents a nationwide network of guaranty agencies, secondary markets, lenders, loan
services, collection agencies, schools and other organizations involved in the
administration and serving of federal and alternative student loans.”
http://www.studentsinservice.org/
Students In Service, An Washington Campus Compact AmeriCorps Program- Learn
about how you can become a part-time AmeriCorps member and earn an educational
scholarship while providing service at your school or in your community.
Make It Happen
TRiO Mentoring Program
21
Mentor Manual 2012-2013
Mentor To-Do List:
Before the mentoring can begin, there are a few steps to complete.
1. Read the mentor manual front to back. This manual is your life!  Well maybe not,
but the manual has been filled with useful resources for you. Please refer to it as you
develop your mentoring relationships.
2. Complete the mentor agreement and confidentiality agreement.
3. All mentors are required to complete the training on the Family Educational
Rights and Privacy Act (FERPA). Mentors must complete this training before their
first mentoring session. To take the training, please visit the following website:
http://odet.edcc.edu/training/. Click on the link “Take This Course” under, FERPA
TRAINING. When you have finished the training, print off the last page and put it in
your personal mentor folder. The coordinator will check to see you have completed
this.
4. Familiarize yourself with all of the forms (especially those within your mentor file)
and stay up to date with logging all information.
5. Know your Coordinator’s contact information and availability. The coordinator is
here to help you and answer any questions you have along the way.
Laura Caferro
Program Coordinator, Make It Happen TRiO Mentor Program
Student Engagement Specialist (AmeriCorps)
TRiO Student Support Services
Phone: 425.640.1866
Email: laura.caferro@email.edcc.edu
Make It Happen
TRiO Mentoring Program
22
Mentor Manual 2012-2013
Appendix A- Initial Email Template
Hello ___ (Mentee’s Name)___,
I would like to introduce myself as ___(Your Name)___, your new Mentor
in the Make It Happen, TRiO Mentor Program. I am a new mentor in the
program and am excited to have this opportunity to work with you and to help you
succeed in college. I have been a full-time student at EdCC for the last 4 quarters
and have really enjoyed it. …. (May provide another sentence or two about
yourself- don’t write an essay ).
I am very much looking forward to our first meeting. Can you plan to meet
one day next week for 30 minutes? I am free on (these days and these times). Let
me know what day or time might work best for you.
Have a great day!
Sincerely,
(Your first name) – include last name if you prefer, but not necessary
Make It Happen
TRiO Mentoring Program
23
Mentor Manual 2012-2013
Appendix B- Pre-mentoring Survey
Make It Happen
TRiO Mentoring Program
24
Mentor Manual 2012-2013
Appendix C- Post-mentoring Survey
Make It Happen
TRiO Mentoring Program
25
Mentor Manual 2012-2013
Appendix D- TRiO Mentee Tracking Log
Make It Happen
TRiO Mentoring Program
26
Mentor Manual 2012-2013
Appendix E- TRiO Mentor Development Tracking Log
Make It Happen
TRiO Mentoring Program
27
Mentor Manual 2012-2013
References
Thanks to the following resources and individuals. Their work helped to build this
manual.
Grove, Julie & Huon, Gail. How to implement a peer mentoring program: A user’s guide.
University of New South Wales, 2003.
Jakubowski, P. & Lange, A.J. The Assertive Option: Your Rights and Responsibilities.
Research Press, 1978.
Sanft, M., Jensen, M., & McMurray, E. Peer Mentor Companion. Utah Valley State
College. Houghton Mifflin Company, Boston, NY, 2008.
Slette, Kristi. Learning in Adulthood: The Basics of Coaching, Mentoring, and Teaching Adults.
Skillshare Associates, 2010.
Make It Happen
TRiO Mentoring Program
28
Mentor Manual 2012-2013