LEAD+ (LEAP) Mentor Research

                        

Contact

For questions or more information, contact:

Dr. Trisha Lamers
Tutoring-Learning Center Director
LEAD+ (LEAP) Summer Bridge Program Director
715-346-2150


 Description and Program History

LEAD+ is a mentoring program designed to provide a supportive community to help ease the transition to college, help promote student success at UWSP, and develop the next generation of campus leaders. New students will be paired with mentors who are upper-level undergraduate students chosen for their leadership skills and willingness to share their knowledge. During the summer, those who apply and are selected for the program will be connected with a mentor. At the end of the summer, LEAP students will move in two days early. This will allow the LEAP students the opportunity to get ahead of the game!  They will spend those two days at UWSP meeting other first-year students and learning about the resources at UWSP and strategies to make a successful transition from high school to college. During the fall semester, LEAP students will continue to work, weekly, with their mentors on mentee goals and the development of leadership skills. Mentees will also take a 1-credit class on college success skills. The course is PSL 104: LEAD+, College Transition and Leadership


 Schedule

  1. Summer I – Virtual Mentoring (June 14, 2021 – August 13, 2021)
  2. Summer II – LEAD – Early Move-in: Two-Week Transition to College Experience (August 14 - 27, 2021)

  3. Fall Semester – August 28, 2021 – December 17, 2021 (16 weeks)

    • Mentees will take the PSL 104 – LEAD+: College Transition and Leadership in the fall semester (included in tuition for those taking 12-18 credits)

 Qualifications

There are spaces for 48 mentees. Mentees will be selected based on applications. See the LEAD/LEAD+ website for more details on how to apply and who qualifies.

LEAD+ (LEAP) Participant Performance and Program Assessment

 LEAP 2017 Cohort: Utilizing Institutional Research Data on Freshman-Standing (FR) Under-Represented Minorities (URM)

Criteria LEAP FR URM (21) Non-LEAP FR URM (203) Difference
GPA 2.71 2.46 +0.25
Retention (Fall to Spring Enrollment) 0.952 (95.2%) 0.828 (82.8%) +12.4%

 

 LEAP 2017 Cohort: Utilizing Institutional Research Data on Freshman-Standing (FR) First-Gen, Under-Represented Minorities (URM)

Criteria LEAP FR URM 1st Gen (14) Non-LEAP FR URM 1st Gen (108) Difference
GPA 2.77 2.28 +0.49
Retention (Fall to Spring Enrollment) 1.0 (100%) 0.759 (75.9%) +24.1%

LEAD+ (LEAP) Undergraduate Mentor Research Findings:

 Mentoring and Mentee Wellbeing (2020 Research by: Eliza McPike and Trisha Lamers)

  • Research Question: How does having a near peer mentor as a first year college student affect the overall wellbeing of the mentee?

  • Findings: (6= strongly agree; 1= strongly disagree)
  "I feel very integrated into the university community." "I feel an active part of the university community." "I feel a strong positive connection to the university." "I have at least one person who I can turn to for emotional support at the university." "I have at least one person who I can turn to for academic support at the university." I have at least one university faculty or staff member who I can turn to when I have questions. I expect to graduate from this university in four to six years.
LEAP (20) 4.6 4.4 4.9 5.3 5.4 5.2 5.4
Non-LEAP (259) 4.1 3.8 4.2 4.4 4.6 4.6 5.0
Difference 0.5 0.6 0.7 0.9 0.8 0.6 0.4
Chi-Square p Result (p=0.128) (p=0.288) (p=.143) (p=0.021) (p=0.011) (p=.131) (p=0.179)



 Mentoring and Racial Minority Institutional Satisfaction at a PWI (2021 Research by: Chris Blackmon and Trisha Lamers)

  • Research Question: How does peer mentoring affect institutional satisfaction at a PWI for undergraduate racial minorities?
  • Findings: Statistical Significance was Found in Two Areas 
    • Mentored UWSP female students of color reported stronger agreement with the statement, "I feel socially engaged at UWSP," than did non-mentored UWSP females students of color (p = 0.034). 
      • In the table below, green indicates the group with the highest institutional satisfaction. Red indicates the group with the lowest institutional satisfaction. 


    • UWSP LEAP-Mentored African Americans reported stronger agreement with the statement, "I feel socially engaged at UWSP," than did non-mentored UWSP African Americans (p=0.038).

      • In the table below, green indicates the group with the highest institutional satisfaction. Red indicates the group with the lowest institutional satisfaction. 


  • Findings: Trends
    • Overall, mentored UWSP students reported more institutional satisfaction than non-mentored UWSP students. 
    • In the table below, green indicates the group with the highest institutional satisfaction. Red indicates the group with the lowest institutional satisfaction. 


 Mentoring and Educational Outcomes of At-Risk Youth in the BBBS Program (2021 Research by: Emily Furlano and Trisha Lamers)

  • Research Question: An exploration of Big Brothers Big Sisters (BBBS): How does mentoring affect the educational outcomes of at-risk youth from the mentor’s perspective?

  • Findings: Mentors reported a positive effect for mentoring on the educational outcomes of their “littles.” One interesting sidenote is that female-identifying respondents, on average, reported a higher positive effect than did male-identifying respondents.