© 2018 Campus Mentors

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FRAMEWORK

Campus Mentors can be an incubator site for any education innovation:

1. Located in a COLLEGE CLASSROOM during the school day

2. ​Services AT-RISK STUDENT POPULATION

3. DAILY ACADEMIC SUPPORT from teacher candidates

4. ONE-ON-ONE MENTORING, supported by a college course

From the Mentors & Tutors:

"This mentoring opportunity has been amazing. Who knew that signing up for this class would be so beneficial? Not only do I get to make a difference in someone’s life, but they make one in mine every single day."

 

"It’s real –the students, the challenges, the experience, the struggles, the frustrations, and the successes. By far, it will remain as one of my most valuable experiences... Now, I know (that a teacher) is what I’m supposed to be."

 

 

"It has taught things that cannot be taught inside the classroom. I learned through a hands-on approach how important it is to create an effective learning environment."

From Participating Youth:

"I learned that school isn’t your enemy – it can actually help you find your talents."

 

"I didn’t have good grades before, but now I actually took the time to think about the future."

 

"I didn’t used to want to go to college, but now I do."

 

"Tutors (are) smart and know how to do stuff... (they) take time to help you get an A."

 

"I get more credits and complete classes I would have struggled with in a normal classroom."

 

"I feel like I can tell (my mentor) anything."

our story

1. History and Current Programs

Our pilot site was launched during the 2009-2010 school year in Oxford, Ohio. The site was a partnership between Miami University, Butler Technology and Career Center, and Talawanda School District. Operating on the campus of Miami University, the single classroom site served two groups of 14-17 local youth at risk in a half-day program. Groups would be transporting to and from the local high school, then switch each day at lunch. A single teacher, paid for by youth FTEs, supervised the site. Up to 150 teacher candidates supported the program through tutoring or one-on-one mentoring. Tutoring was an assigned early field placement attached to an introductory education course; mentoring was voluntary and was run as a one-credit hour elective course. All field placements were one hour per week. Youth transportation to and from the home high school was the only recurrent cost of this model.

2. Our Data

View our youth outcome data from our eight-year pilot by clicking on the icon below. Youth participants demonstrated increased GPA and credit attainment from participation in the program, as well as an improved behavioral record. Teacher candidates reported growth in understanding characteristics of youth at-risk and enhanced communication abilities. See publications listed under "Our team" for more detailed research outcomes.

3. Teacher Education Accreditation

Our program is an innovation in teacher education, inspired by the Blue Ribbon Panel Report and other national groups urging the infusion of more clinical experiences in programs. It meets CAEP Standard 4, Program Impact, because data from the program demonstrates clear impact of teacher candidates on youth outcomes. Additionally, it provides each site with hundreds of flexible, accessible, low-cost clinical placements, saving thousands in transportation, time, and supervision costs. Click here to see alignment with CAEP standards. 

4. Recognition

5. Model Flexibility

Campus Mentors can serve as an incubator site for any educational innovation, such as a new curriculum, technology, pedagogy, assessment, or delivery model (e.g. Project-Based Learning, personalized learning model, youth mental health supports, reading intervention, career-tech program). The framework allows for implementation and evaluation with fidelity in a small, controlled environment. Information from the pilot can then be used to scale up the innovation. Campus Mentors also exposes hundreds of teachers to that innovation before they even set foot in the classroom, thus enhancing impact. The model can serve as an early field placement or a more in-depth practicum for teacher candidates, and can involve them in tutoring, mentoring, small- or large-group teaching, and/or creation of special academic or social/emotional groups or learning activities or events.

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