Keeping the program fresh...

[Scott Guggenheimer]

My mentor program is designed as an 8-month program for 10th graders, all of whom attend the same public charter school in Washington, DC. We have a solid program - most volunteers express genuine gratitude for having found it. On a monthly basis, our members (roughly 70 students and 70 adults, in one-on-one relationships) meet at the school and head out for various outings. We've visited farms, bowled, been to Smithsonian museums, and participated in Global Youth Service Day. Outside of these designed outings, mentor-mentee pairs are expected to share weekly communication and monthly get-togethers.

In thinking critically about the program, I've found two major areas of weakness: atrophy during the year and a lack of support for mentor-mentee pairs who are interested in a second or third year in the program.

This summer I aim to address these two issues. Does anyone have any suggestions for ways to prevent atrophy during the course of a school year? I'm hesitant to impose penalties for students who fail to meet their end of the bargain, as I think a fear-based participation will not produce any quality relationships. I've also considered having a system of rewards for pairs who meet the various expectations (monthly outings, weekly phone calls, etc.). I'd love to hear about other people's success or frustrations in keeping up with an year-long or multi-year program.

I'm also curious about how to help returning pairs participate without feeling like they are simply going through the same motions. How can I give second-year pairs an inherently different experience?

Of course, I have many more questions: recruiting the best mentors, raising money, improving the program. But I'm not sure if the discussion facet of this website is the correct forum. Any advice on how to best utilize this resource would be welcomed, as well.

Thanks!

[Daniel Bassill]

Scott, thanks for posting. The type of questions you are asking are what this forum was created for.

When you talk about students and volunteers returning for a second and third year, won't the 10th graders be in 11th grade during the second year, and 12th grade in the third year. If the volunteer coaches the career aspirations and academic process, they always will have new things to talk about.

At the same time, your ability to provide a structure, from beginning of each year, to the end, with activities to help volunteers and students build relationship, and that build motivation to participate, are what makes the program stronger.

In my own experience, the longer you can keep youth and volunteers involved, the stronger the social networks are, and these are important motivators for youth, and adults, to participate. If by design you are limiting this to one year, you're not building in structure that would help you and your teens.

I encourage you to review the Theory of Change and Success Steps section on our web site.

I hope others will add their own advise, or post their own questions to this forum. Dan Bassill