MPP Training Zoom 1st

Thank you to attendees and greetings to familiar faces on video.
Introduction of admissions staff and recruitment ambassadors from the Mustang mentorship program.
Appreciation expressed towards volunteers for their time and commitment to mentoring high school seniors.
Emphasis on the positive impact mentoring can have on students' lives and their confidence in pursuing higher education.

Acknowledgment of the traditional lands of the Yak Tutu Tutu Yak Tohini Northern Chumash tribe.
Description of the historical presence of the Tohini peoples in San Luis Obispo County and surrounding areas, emphasizing their stewardship of the land for over ten thousand years.

Statistics highlighting the benefits of mentoring:
- Youth with mentors earn approximately $56,000 more over their lifetime.
- Students aged 20 to 25 who are mentored show a 15% increase in earnings.
- Mentors are significantly more likely to be promoted (six times more likely than non-mentors).
Introduction of Demetrius Chapman, assistant director for California recruitment and co-founder of the mentorship program.
Other ambassadors introduced with brief individual backgrounds and personal anecdotes.

Participants encouraged to share their favorite childhood Halloween costumes.
Personal anecdotes shared among participants about favorite costumes, from Jedi to princess dresses.

Description of the Mustang mentorship program as a peer-to-peer mentorship initiative between Cal Poly students and high school seniors from underrepresented backgrounds.
Goal of creating long-term connections and mentorship.
Emphasis on increasing admission and financial aid literacy, social engagement, and personal development.
Expected commitment of eight months (November to May) with a minimum of two check-ins per month using the Mentor Collective platform.

Mentors receive:
- Award letters of service.
- Volunteer hours and professional development opportunities.
- Meal vouchers, gift cards, and Cal Poly merchandise.
- Acknowledgment of the transformative potential of mentoring high school seniors.
Mentorship can also bolster mentors’ resumes and encourage connections regarding letters of recommendation.

Mentees typically are first-generation or underrepresented students in terms of ethnicity, income, or education.
Statistics indicating the positive influence of mentorship:
- First-generation students are 15% more likely to continue to the next level of education.
- 50% of low-income first-generation students attain a college degree versus 65% of their non-first-generation counterparts.
Discussion on the potential psychological stressors faced by low-income and first-generation students during their first year of college.

Objectives include increasing self-awareness, exploring college options, pursuing interests and career paths, and social engagement.

Goals for mentors include enhancing leadership and communication skills, making a positive impact on diversity, equity, and inclusion (DEI) efforts, building connections with campus resources, and developing professional experience.

Registration and attendance at a virtual meet-and-greet mixer (date specified) required.
Mentors must connect with mentees at least twice a month from October to May and track those meetings in Mentor Collective.
Overview of ten key aspects of successful mentorship, which include being supportive and positive, setting realistic expectations, respecting trust and privacy, and being responsible for establishing a mentoring relationship.

Training on inclusivity to address diverse backgrounds and lived experiences of students.
Importance of sharing pronouns to create a respectful environment.
Avoiding assumptions about personal circumstances and recognizing different family structures.
Guidance on discussing sensitive topics while being respectful of boundaries.

Emphasis on Cal Poly’s commitment to supporting diverse students through mentorship.
Overview of various resources available to mentors and mentees.
Resources include:
- California colleges tools for assessing majors and potential career paths.
- Financial aid resources, including FAFSA and DREAM applications, emphasizing affordability considerations in college selection.
Highlighting the impostor syndrome that first-generation students may face upon entering college and the need for supportive environments.
Recognizing the struggles associated with family obligations and the emotional challenges of adjustment in college.

Application opens October 1 with a deadline of December 1 for the current year.
Details regarding EOP (Educational Opportunity Program) qualifications highlighted for mentoring students from low-income backgrounds.

Expectations for mentor behavior, including respectfulness, confidentiality, and professional responsiveness.
No in-person meetups without prior approval; all communications must remain virtual.
Reinforcement of healthy boundaries, including the prohibition of social media connections during the mentorship duration.

Encouragement to engage and collaborate with other mentors and ambassadors throughout the mentorship experience.
Recognition of challenges mentors may encounter and prompting them to communicate any difficulties to coordinators promptly.
Acknowledgment of upcoming events, opportunities to volunteer, and prompts for creative engagement with mentees.

Space open for questions and clarification on any program details.
Special attention to particular situations faced by mentors, including scheduling conflicts, availability challenges, and how to effectively engage with mentees based on individual needs and circumstances.