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Teaching Course Content Through Mentoring: One Faculty Member's Experience in a University and Public School System Collaboration
Unformatted Document Text:  already have ongoing partnerships with local school districts; this presentation will offer another way in which these institutions can deepen their involvement with an existing collaboration. Our institution takes pride in improving the economic, educational, and social opportunities of the people in our community and in our region; a mentoring program simply reaffirms our commitment to the same. However, the program represents our commitment to a much larger cause. If deemed successful (through quantitative and qualitative measures), our pilot could be replicated in areas throughout the state in a sweeping effort to ultimately improve the rate at which our young students graduate from high school. Research already indicates that 10-15 year olds enrolled in a mentoring program are significantly less likely to skip class or a day of school (Tierney, Grossman, & Resch, 2000). This early dedication to school may compel these students to graduate. Section II: Learner/participant Outcomes: Participants will come away from this session with a better understanding of how to incorporate a mentoring component into an existing course. Attendees to this session will also gain a better understanding of how, individually, they can make a University-Public School partnership work. As one who has been through the process from the ground up, I feel I'm in an ideal position from which to comment. Methods: I will use power point, handouts, and the results from qualitative sources to illustrate the success, implications, and pitfalls of incorporating a mentoring component into an existing college of education methods course. I anticipate a 25 minute presentation with 10 to 15 minutes of questions and discussion. I would be particularly interested to hear from the attendees how their respective Universities promote collaboration with school systems and the surrounding community. References

Authors: Costner, Richard.
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already have ongoing partnerships with local school districts; this presentation will offer
another way in which these institutions can deepen their involvement with an existing
collaboration.
Our institution takes pride in improving the economic, educational, and social
opportunities of the people in our community and in our region; a mentoring program
simply reaffirms our commitment to the same. However, the program represents our
commitment to a much larger cause. If deemed successful (through quantitative and
qualitative measures), our pilot could be replicated in areas throughout the state in a
sweeping effort to ultimately improve the rate at which our young students graduate from
high school. Research already indicates that 10-15 year olds enrolled in a mentoring
program are significantly less likely to skip class or a day of school (Tierney, Grossman,
& Resch, 2000). This early dedication to school may compel these students to graduate.

Section II:
Learner/participant Outcomes:
Participants will come away from this session with a better understanding of how to
incorporate a mentoring component into an existing course. Attendees to this session will
also gain a better understanding of how, individually, they can make a University-Public
School partnership work. As one who has been through the process from the ground up, I
feel I'm in an ideal position from which to comment.
Methods:
I will use power point, handouts, and the results from qualitative sources to illustrate the
success, implications, and pitfalls of incorporating a mentoring component into an
existing college of education methods course. I anticipate a 25 minute presentation with
10 to 15 minutes of questions and discussion. I would be particularly interested to hear
from the attendees how their respective Universities promote collaboration with school
systems and the surrounding community.
References


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