Running Head: CREATING A SENSE OF PURPOSE IN LEARNING

Creating a Sense of Purpose in Learning

By
Arlyne Partridge
Shawn Grant
Daniel Wade
EDUC 633
Dr. Jennifer Courduff
July 1, 2014









2
CREATING A SENSE OF PURPOSE IN LEARNING

The District-level Alliances for Mentoring Program (DAMP) would like to welcome each
student for their willingness to share in the lives of young people who are at risk. At risk of
what? These students could be at risk of walking away from education, they could be in trouble
with the law, these students could come from abusive homes, or just students who need an extra
touch. DAMP is passionate about teaching and training mentors so that they will have the tools
necessary to help develop young men and women into influential citizens and exemplar students
that excel within a school setting and our 21
st
century society.
Need Identification Mentoring
There is a viable need for the cognitive development and academic intervention within the
lives of high school aged learners by educators and administrators that cannot always be attained
utilizing state or federal mandated curriculums or programs. The fastest growing youth
mentoring model is school-based mentoring involving cross age peer mentors (Karcher, 2008).
The paradigm of high school mentoring when implemented effectively can drastically enhance
the acquisition and retention of knowledge that can only benefit the overall wellbeing of each
individual learner (Karcher, 2008). Research reveals many of such at-risk students tend to
experience academic and behavioral problems such as dropping out of school, low proficiency
scores, increased grade retention, and discipline problems in school (Hickman, 2011). The issue
that often plagues mentoring programs lies in the planning, revenue, supplies, and overall
comprehension a program can have within a designated school system. This workshop will
encompass aspects of learning, educational adaptation, career-influenced, communal, peer
interaction, and technology-based distance education mentoring that is reiterated by historical
and scientific research techniques.
3
CREATING A SENSE OF PURPOSE IN LEARNING

Goal statement
The District-level Alliances for Mentoring Program (DAMP) mentors will have the skills
necessary to guide high school learners from ages 15-18 to become influential citizens and
exemplar students that excel within a school setting and our 21
st
century society. Training
mentors have the desire to use their time, talents, experiences and love of children to nurture
their mentees in their studies, development of their moral character, and participation in
extracurricular activities.
Task Analysis


Goal Statement: DAMP Mentors will have the skills
necessary to guide High School Learners (15-18 years
of age) into be exemplar students in their school
setting and influential citizens within the 21 century
society.
Goal 1: Identify
instructional goals

Sub goal
2.1: Design
Program for
success
Sub goal 2.3:
Evaluate
Program
success
Sub goal 2.4:
Put Mgmt
Structure in
place
Sub goal
2.2: Create
Operations
that work
Goal 2: Conduct
instructional
analysis
Goal 3: Analyze
learner and
context
Goal 4: Complete
performance
objectives
Goal 5:
Assessment
Instruments
Goal 6: Complete
instructional
strategy
Goal 7:
Selection of
Media
Revise as needed
4
CREATING A SENSE OF PURPOSE IN LEARNING

Goal One: Identify Instructional goals. The learner will be able to create his/her own mentoring
program which will enable students to be successful. The workshop will cover topics which the
novice mentor may not have thought of prior to this workshop.
See Appendix A for syllabus
See Appendix B for icebreaker exercise.
Goal Two: Conduct instructional analysis. The following topics will be covered:
Sub goal 2.1: Design Program for success
1. Verify the need for the program.
2. Design the parameters. For example, what is your population? What type
of mentoring do you want? Where will you meet? What school will you
partner with? What people do you need to involve?
See Appendix C for parameters template
3. Management of the program. What does you team look like? What
policies need to be in place? What finances will be needed?
See Appendix D for policies
See Appendix E for finance templates
Sub goal 2.2: Create Operations that work
1. Recruitment of the right people.
2. Screening of both mentors and mentees.
3. Training of both paid and volunteer staff.
4. Matching of mentors and mentees.
5. Monitoring of program progress
5
CREATING A SENSE OF PURPOSE IN LEARNING
6. Retention of staff.
7. Closure. Rite of passage outside of program.
Sub goal 2.3: Evaluate Program success/How to Define
1. Monitor school grades of mentees.
2. Mentor/mentee surveys and questionnaires
3. Mentor/mentee focus groups
4. Financial solvency
Sub goal 2.4: Put Management Structure in Place
1. Select advisory board.
2. Data collection and integrity.
3. Resource and Donor Development Plan
4. Staff Development Plan
5. Public Relations/Marketing Plan
Goal Three: Analyze learner and context for instruction. What do the learners already know
about mentoring? Have they mentored before but have not been part of the organizational
process? What are the motivations of the learners?
Goal Four: Complete performance objectives. How do we know that the learners have
successfully mastered the material of the workshop?
Goal Five: Assessment instruments: At the end of each section of the workshop, create a quiz,
activity or other instrument to determine whether any remediation is needed.
Goal Six: Complete instructional strategy: This is where the activities for the workshop will be
created and is the bulk of the ISD project. Care must be taken to include appropriate content with
6
CREATING A SENSE OF PURPOSE IN LEARNING
associated activities and learner control such that the learner stays engaged while receiving
instruction.
See Appendix F for detailed Instructional Strategy
Goal Seven: Selection of media: What is the appropriate media to be used for this workshop?
Revise as needed: Each one of these goals may need to be revisited and revised as needed. If
multiple workshops are being given, output from surveys and assessments will provide possible
revision information.

Context and Learner Analysis
Setting of lesson
The setting on which the lessons will be taught will be a five day seminar. The learners
will be given and taught the material that DAMP uses to teach, train and recruit mentors in the
age groups of 15-18 years of age. Day one will consist of Design Program for success. Day two
will consist of Create Operations that work. Day three will consist of evaluate program
success/how to define monitor school grades of mentees, mentor/mentee surveys, mentor/mentee
focus groups, financial solvency. Day four will consist of putting the proper management
structure in place. Day five will conclude by role play. DAMP will use the WebEx
TM
program
on day five so that the instructors and students can collaborate together.
See Appendix F for course planning chart.
Curriculum Design & Time Requirements
The five days of instruction will encompass module lessons and assignments based upon
specified within downloadable handouts, research excerpts from journal articles that include
readings, mentoring websites, video presentations and tutorial lessons. There will be five
7
CREATING A SENSE OF PURPOSE IN LEARNING
modules overall with one module being completed each day. Each day will consist of two hours
per day. The final day will be a day of role play between partners that will allow them to
experience some reactions, behaviors, and attitudes that may come about sparked by an emotion
that is embedded deep within.
Hardware & Computer Skill Requirements
Mentors must be able to utilize PCs or tablet/laptop computers with Windows 2000 or
higher operating systems. The identified mentors will also have adequate comprehension of
fundamental word processing abilities and possess access to the Internet with a program
associated e-mail account. Even though mentors are considered the students within this program
it is imperative that each are able to effectively navigate and understand the usage of identified
web browsers such as Microsoft Internet Explorer, Safari, or Mozilla Firefox with the purpose of
accessing the online mentoring workshop.
Course Materials
The required reading for this workshop will be detailed within handouts, research
excerpts from journal articles that include readings, mentoring websites, video presentations and
tutorial lessons. These readings will be presented through links within each mentorship module.
There will be an introduction video from each participant before the workshop begins and then
other opportunities to discuss your thoughts and feelings within a discussion board format.
The DAMP Program
The DAMP program consists of five modules and two assessments. Students progress is
measured by the assessments that are passed. Therefore, it is important for a mentor to motivate
students to take assessments after the students have completed the recommended learning
8
CREATING A SENSE OF PURPOSE IN LEARNING
opportunities. Mentoring students at a distance is new and there are few models to rely on for
support. Mentors employ their own strategies to help students progress. In a distance learning
environment students need immediate feedback within 24 to 48 hours. Praising students is a
great motivator (Hickman, 2011).
Content Sequence and Clustering
Content sequencing refers to determining the order in which objectives should be
addressed in a lesson or course. The task analysis may be helpful in determining what skills or
related or need to be learned prior to other skills. Clustering refers to determining how
objectives will be presented, individually or in clusters. Sequencing and clustering should be
determined by the following factors: (a) learners' age, (b) complexity of the material, (c) the
ability to vary activities to meet the objective, and (d) the time required to complete the
instructional tasks (Rockinson-Szapkiw, 2010).
Learning Components
Orientation to Learning
The orientation stage of the lesson sets the stage for the instruction, outlines expectations,
and facilitates the learners' understanding of how to proceed through the unit of instruction
(Rockinson-Szapkiw, 2010). It includes:
Provision of an overview or advanced organizer
Statement of objectives
Explanation of relevance of instruction to the learner
9
CREATING A SENSE OF PURPOSE IN LEARNING
Opportunity to recall prior knowledge, skill, or experience that relates to the next
instruction
Directions on how to start, navigate, and proceed through instruction
It is important to recognize that creating showy site that gain students attention, but are
unrelated to the instructional purpose and content is a waste of time and money (Bonk,
2004). Suitable strategies that could be included in the orientation section include:
Relevant audio or video clip
Graphic describing the topic
Opening question or case
A story that illustrate the topic or purpose of the instruction
A text based or graphic based preview of the lesson
Instruction on the Content
The instruction stage of the lesson is the "meat" of the lesson; it is where the information
is presented or constructed (Rockinson-Szapkiw, 2010). Practice and feedback are provided.
Present instructional content that encompasses distance education accessibility in which
all DAMP activities, live streaming readings, provided mentoring websites, video
presentations, discussion boards and embedded tutorial lessons that possesses a means of
entry from any Internet access point. The DAMP distance education environment permits
the pairing of mentors and mentees in accordance with instructional material.
10
CREATING A SENSE OF PURPOSE IN LEARNING
Provide learning cues that are intellectually, morally, and socially proactive with
instructional content.
Present opportunities for developing mentoring communities of practice.
Provide feedback on practice performance therefore constituting an online atmosphere of
bilateral assurance and cognizance.
Provide feedback on practice performance therefore constituting an online atmosphere of
bilateral assurance and cognizance.
Provide review of and close of unit
Measurement of Learning
The measurement stage does not refer to the creation of assessments, for it is assumed
that assessments are created prior to instructional activities. In this stage, an outline for where
assessment will be integrated is developed. Processes of assessments will be accomplished
through mentor based questionnaires and surveys, background checks, and by providing
evaluated mentee achievement and behavioral information. Each pre-assessment tool will be
utilized to prioritize the wants and needs of each mentee and ensure the mentors effectively
address those requirements. During the instruction assessment feedback will be received
through exercises, embedded question and answer, discussion posts, activities, and
observable review of the role play scenario. The designer makes sure that the assessments
and timing are appropriate. This includes diagnostic, formative, and summative assessments.
Assess performance (or progress toward mastering goals and objectives)
Provide performance scores to the learner (or indicate progress)
11
CREATING A SENSE OF PURPOSE IN LEARNING
During this stage, it is considered a good idea to create an assessment timeline.
See Appendix G
Summary and Close
The summary and closure stage is to provide a sense of closure and direct learners'
attention on primary goal of instruction.
Enhance and enrich learning through stated goals and objectives.
Provide remediation for unmet objectives during the implementation phases of
development.
Provide opportunities for retention utilizing continuous technical support and oversight.
Student Groupings
The third element of an instructional strategy is a description of student grouping; that is,
how will students be grouped? When deciding upon grouping consider:
Requirements for social interaction are explicitly stated in the objectives where
interaction between the mentors occurs during live streaming, role play scenario.
Requirements for social interaction in the performance environment.
The importance of collaboration in the learning environment.
The restraints of the delivery system (e.g. more time needs to be allotted for online
collaboration than face-to-face collaboration).
Personal philosophy of learning encompasses a learner-centered approach that instills
processes of acquisition and retention through query and real-world educational
12
CREATING A SENSE OF PURPOSE IN LEARNING
experiences that provide meaningful or productive academic retrospectives (Rockinson-
Szapkiw, 2010).

Selection of Media and Delivery Systems
WebEx
TM

Tool Introduction
WebEx
TM
is a tool which allows participants to collaborate with fellow teachers, students
or other colleagues to be able to share information files and other things such as data and
expertise. (Bradner, 2004). It allows instructors the ability to perform all the activities that would
be available through a face-to-face meeting. It can be used to create webinars, do online training,
as well as being able to create in a global environment. The WebEx
TM
environment is delivered
through the Cisco WebEx
TM
cloud which allows for a high-level of performance and security
throughout the network. The cloud is certified by a high level evaluation security system which
makes it the web meeting site of choice for businesses and educators alike (Bradner, 2004).
Features
WebEx
TM
includes a number of components which allow for flexible use for its
participants.
WebEx Meeting - includes an invitation feature which is also compatible with Microsoft
Outlook calendar. A meeting can be scheduled and started from either Microsoft or by Instant
Messaging (IM) the participants. The desktop can be shared by all participants so that
collaborative decisions can be made without having to email static files to each other. Control of
13
CREATING A SENSE OF PURPOSE IN LEARNING
the presentation can be shifted from instructor to learner and back to demonstrate competency.
Additional tools such as pointers and other sketching instruments are available to clarify points
of discussion. It also has the capability of allowing the presenter to share only parts of documents
while other parts stay private. Not only can documents be shared but a video display of the
presenter can be utilized as well as views of up to seven people simultaneously. (WebEx

products, 2014).
Event Center - An additional feature is the ability to include up to 3,000 participants with a
private preparation room, high quality video and audio, and campaign management which the
business community can use to maximize product introduction. (WebEx
TM
products, 2014).
Training Center - This component allows for up to 1,000 participants to view educational
resources and use of video, chat, polling and quizzes to communicate with each other.
Participants can access the meeting from mobile devices and live sessions can be recorded and
saved for future reference. (WebEx
TM
products, 2014).
Support Center- Personnel in the Help center can create on-the-spot sessions to assist in
problem resolution. Needed resources, up to five, would be available to work through issues
quickly and easily using tools such as Automated Call Distribution technology and integrated
voice conferencing. (WebEx products, 2014).
Strengths
Each component of this suite of products has robust, real time applications, document and web
browsing functionality. Whiteboard collaborative features allow for creative, just-in time
development. (WebEx

products, 2014). Meetings can be recorded, shared and saved for future
14
CREATING A SENSE OF PURPOSE IN LEARNING
reference. Annotation tools are available and useful to clarify conversation. Video and audio
capabilities through either VOIP (voice over Internet Protocol) or traditional long distance
telephony. (WebEx products

, 2014).
Weaknesses
WebEx is only free for a small group of up to three people. Licenses for the meeting
portion of this software range up to a maximum of $89.00 per month for up to 100 people per
session. There are additional fees for the add-ons components such as Support Center and Event
Center. (WebEx
TM
products, 2014). With the WebEx
TM
tool, a student or client will have to call
into the meetings to be able to hear and participate unless he has a webcam and microphone on
his computer where he is visiting the meeting. Screens can be shared and the presenter can be
switched by the host only in allowing others to present the material that is being discussed. With
the free online version only three people at a time can get onto WebEx
TM
.
Sustainability
The term sustainability has been defined in many ways. A general definition is the
capacity of a system to function effectively over time with minimum external input or the
capacity of a system to endure over time. As defined by the Brundtland report sustainability
seeks to meet the needs and aspirations of the present without compromising the ability to meet
those of the future. (Brundtland, 1989). Many factors can be used to assess sustainability. Some
that can be helpful to consider when assessing the sustainability of technologies or new media
include: effectiveness, efficiency of services, and financial viability (Rockinson-Szapkiw, 2010).
With WebEx
TM
there are no downloads needed. It is a free sign up and a click of a button and
15
CREATING A SENSE OF PURPOSE IN LEARNING
one is ready to meet. The effectiveness has been proven over time that virtual meeting places are
here to stay and easy for the handicapped to access as well (WebEx

product, 2014).
Usability
The usability of media and media design should also be considered. Usability standards are
also useful to consider when designing a web-based or mobile site for a course or lesson. Some
standards include: consistency in layout, readable font size, simple background; contrast is
suitable for individuals with limited vision, consistency in terminology (e.g. menus, commands),
consistent titling or headers, functional features, buttons, scroll bars, and navigational bars are
identified as working functions instead of images, content layout is usable for screen sizes and
views, images include descriptive alternative text, hyperlinks have descriptive headings, video
and audio clips have text equivalent or closed-captions (System concepts, 2014). WebEx
TM
has
done the homework for the beginner to be able to sign up and begin using the tool effectively for
their online educational experience. The functions are consistent and easy to follow. The screens,
layouts, navigational bars and links are easily identifiable and user friendly.
Functionality
Functionality refers to the concept of user intuition. These are some of the functionality
standards that include: standardization of functions: all functions listed in the same order, in the
same position, consistency in order of basic functions/tasks, consistency of prompts, error
messages, comprehensible error messages, avoid multiple screens, multiple overlapping of
screens, and universal DOS function F1 for Help (System concepts, 2014). Each navigation bar
or frame should have these basic elements: quit, help, back, search, and menu. WebEx
TM
is very
16
CREATING A SENSE OF PURPOSE IN LEARNING
consistent in the functionality of their system. Again, the user friendliness of this software makes
it one of the leading collaborative video tools on the market.
Conclusion
WebEx
TM
has great potential for being a very effective collaborative tool. Once the
corporation or educational institution has made the decision to purchase this software for the use
of its staff, the possibilities are endless. It would have immediate benefits for the training of
instructors or adult learners, but perhaps not as useful for students in a K 12 environment
(Bradner, 2004). For the DAMP environment, this tool will be used to meet with fellow
instructors as well as the students taking the course. In the education field since the teachers are
in different classrooms and with different planning periods, it is impossible for educators to
collaborate during the school day. After hours, however, these same instructors could be in the
privacy of their own homes, bring up a WebEx
TM
session and communicate with that tool.
Screencast-O-Matic
TM
Tool Introduction
Screencast-O-Matic
TM
(SOM) is a free screen and webcam recorder to capture video from
your computer screen and share it on Screencast-O-Matic.com, YouTube, or save to a video file.
Upgrade to Pro Features and get much more (Carr, 2009). What is new in this version: Version
1.4 may include unspecified updates, enhancements, or bug fixes. The purpose of this is to show
how images and videos of search strategies can enhance student experiences in reference
interactions by providing a visual and/or auditory explanation, rather than written step-by-step
17
CREATING A SENSE OF PURPOSE IN LEARNING
instructions (Carr, 2009). This article explores how online screen casting tools, such as SOM
can be used to quickly create and share on-the-fly videos and images.
Features
Screencast-O-Matic
TM
(SOM) user interface is easy to use. A student is capable of
recording a presentation about how to use a particular piece of software or navigate a website. It
will allow users the ability to drag, resize and reshape the visuals that are being used on the
video. Once the student is complete with the recording he can publish it on YouTube and allow
other classmates and teachers to view the presentation. The media player style toolbar is simple
with clear icons and displays that need no labels. The picture on screen can be viewed on HD
and the microphone clarity is extremely good on the projects that have been viewed.
Strengths
Online screen casting tools, like Screencast-O-Matic
TM
(SOM) are easy-to-use, low-cost,
and can be used in any type of library or classroom, specifically for reference services. In virtual
reference, teachers can quickly create and share instructional videos rather than type detailed
instructions for accessing information and resources (Carr, 2009). SOM is so easy to use, that no
tutorial is needed. It works fast and flawlessly with easy prompts on start, stop, and save. SOM
uploads directly to YouTube and other sites. The screen capture size is easily changed to fit the
customization of what you are wanting to do. SOM saves videos to your computer in mp4
format, encodes videos by itself, and will save in HD if you choose.


18
CREATING A SENSE OF PURPOSE IN LEARNING
Weaknesses
In the free version of Screencast-O-Matic
TM
(SOM) no more than one video can be done in
the program at one time. It only has a fifteen minute recording limit in the free version. SOM
does not record the audio from a sound card; it records only from a microphone. SOM
constantly advertises their pro version product and can become frustrating. Each video has to be
limited to 15 minutes. Further research is needed to determine if screen casting tools like
Screencast-o-Matic
TM
is an effective learning tool for Millennial students in both reference
interactions and instructional settings (Carr, 2009).
Sustainability
The term sustainability has been defined in the sustainability paragraph above with the
WebEx
TM
discussion. With SOM

there are things that may need to be downloaded for favorable
recording to make sure the picture is clear and the microphone is as loud as needed. It is a free
sign up and a click of a button and one is ready to start recording. The effectiveness has been
proven over time by the videos that have been viewed to represent and use this product. This
product allows sustainability in the educational world by allowing students to watch how things
are done instead of having to read a step by step plan.
Usability
Usability has been defined in the usability paragraph above with the WebEx
TM
discussion.
SOM

has done well for the beginner to be able to sign up and begin using the tool effectively for
their online educational experience. The functions are consistent and easy to follow.
19
CREATING A SENSE OF PURPOSE IN LEARNING
Functionality
Functionality refers to the concept of user intuition. These are some of the functionality
standards that include: standardization of functions: all functions listed in the same order, in the
same position, consistency in order of basic functions/tasks, consistency of prompts, error
messages, comprehensible error messages, avoid multiple screens, multiple overlapping of
screens, and universal DOS function F1 for Help (System concepts, 2014). SOM has simplified
the videoing of the how to. The user friendliness of this product allows it to stand out in the
online educational industry.
Conclusion
Free screenshot tools are fun to try because they come in so many varieties, and because
they are free. The freeware version uses a nag screen and places an output watermark, and it
limits recording to 15 minutes. Since many reference interactions include instructional
components, on-the-fly screen casting can be a useful tool to enhance the user's reference and
learning experience (Carr, 2014). DAMP uses SOM for the capturing tool of being able to walk
the student step by step to where he needs to go to get to the next step of the workshop or to get
the materials needed for the next assignment.




20
CREATING A SENSE OF PURPOSE IN LEARNING

ISD Conclusion
In conclusion of this project there is hope that one will find the necessary material to
become a mentor to the youth of their area and teach them to become upstanding citizens of
society. Through the training it is DAMPs hope that the upcoming mentors will find it within
themselves to pour their lives into the lives of kids to help them cross the finish line
educationally, socially, and spiritually. There has never been more of a need than there is today
for men and women to step forward and willingly share their lives with others and show them
that there is a way to succeed regardless of the situation that one is in or the background from
which they came. Mentor: someone who teaches or gives help and advice to a less experienced
and often younger person. Experience is not gained to hoard but to share.
21
CREATING A SENSE OF PURPOSE IN LEARNING
References
Bradner, S. (2004). Tattletale WebEx. Network World, 21(39), 40. Retrieved from
http://search.proquest.com/docview/215985166?accountid=12085
Brundtland, G.H. (1989). Our Common Future: The World Commission on Environment and
Development. New York: Oxford University Press. Available in HTML format online,
Retrieved June 17, 2014 from http://www.un-documents.net/wced-ocf.htm
Carr, A. (2009) More than words: screencasting as a reference tool", Reference Services
Review, Vol. 37 Iss: 4, pp.408 420
Hickman, G.P. & Wright, D. (2011). Academic and school behavioral variables as predictors of
high school graduation among at-risk adolescents enrolled in a youth-based mentoring
program. Journal of At Risk Issues, v16 nl p.25-33
Karcher, M. J. (2008). The Cross-Age Mentoring Program: A Developmental Intervention for
Promoting Students' Connectedness Across Grade Levels. Professional School
Counseling, 12(2), 137-143.
Suwannatthachote, P. (2008) Addressing Strength and Weakness of Learner Support in e-
Learning: A case of cultural management program at Chulalongkorn University. In K.
McFerrin et al. (Eds.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2008 (pp. 753-758). Chesapeake, VA: AACE.
Retrieved June 15, 2014 from http://www.editlib.org/p/27259.
Warren, G. (2014) Google Hangouts Review Google+'s Video Chatting Application. About.com
Retrieved June 15, 2014 from http://mobileoffice.about.com/od/conferencing-tools-
reviews/fr/google-plus-hangouts.htm
Retrieved June 15, 2014 from http://www.webex.com/products/compare-products.html
Retrieved June 17, 2014 from http://www.system-concepts.com/usability/usability-
standards.html
Rockinson-Szapkiw, A., Dunn, R. & Holder, D. (2010). The Achievement gap in the
asynchronous online classroom. In Proceedings of World Conference on Educational
Multimedia, Hypermedia and Telecommunications 2010 (pp. 570-577). Chesapeake, VA:
AACE.
Wiley, T. (2009). Elements of effective practice for mentoring, 3rd Edition, MENTR: The
National Mentoring Partnership.
http://www.mentoring.org/downloads/mentoring_1222.pdf


22
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX A
District-level Alliances for Mentoring Program (DAMP) Course Schedule
Successful completion of this program requires a passing rate of 75% or more (a minimum of
188 points) to receive final certificate of completion. All documents must be submitted to
Google docs by 11:59pm the same day of the presentation. Each participant must read
and respond to at least one (1) other participants documents by 5:00pm EDT the
following day.

Module/
Day
Objectives Learning Activities
and
Resources
Assignments Points
1 Design Program for
Success
Ice breaker
Review Syllabus for
the week
- Sign in to WebEx session
from 5 6pm EDT
- Take pre-assessment test
- Review video presentation
- Read articles
- Create the following
documents:
parameters, policy,
finance
50
2 Create Operations that
Work
Read and participate
in Operations
activities.
- Sign in to WebEx session
from 5 6pm EDT
- Review video presentation
- Read articles
- Create the following
documents:
screening, training,
matching of
mentors/mentees,
monitoring, retention
and rite of Passage
50
3 Evaluate Program
Success
Read and participate
in Program
Success
activities.
- Sign in to WebEx session
from 5 5:30pm EDT
- Review video presentation
- Read articles
- Create the following
documents:
50
23
CREATING A SENSE OF PURPOSE IN LEARNING
monitoring of school
grades, draft surveys
and focus groups and
financial solvency
4 Put Management in Place Read and participate
in
Management
activities
- Sign in to WebEx session
from 5 5:30pm
EDT
- Review video presentation
- Read articles
- Create the following
documents: advisory
board, data collection
and integrity resource
and donor
development and
staff development
and PR/Marketing
plan
50
5 Role Play of
Mentor/Mentee
Participate in Role
Play exercise
- Sign in to WebEx session
from 5 7pm EDT
- Participants will be assigned
a partner to work
with. Scenarios will
simulate actual
events.
- Take post assessment test.
- Conclude workshop and
award prizes for
participation.
50
Total 250









24
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX B
District-level Alliances for Mentoring Program (DAMP)
Icebreaker

In 3 minutes, each participant is asked to use the initial of their first name and think of an item in
each of the following categories:
1) Fruit
2) Vegetable
3) Color
4) Automobile
5) Country
6) Piece of clothing
Example Mary
1) Fruit mandarin orange
2) Vegetable - mustard greens
3) Color - melon
4) Automobile - Maserati
5) Country - Mexico
6) Piece of clothing - mink coat
Post answers on page and share with others as a way to see how creative class members.
Depending upon how many participants you have, participants may only be able to share
one of their categories.


25
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX C

District-level Alliances for Mentoring Program (DAMP)
Parameters


1. What type of mentoring program are you interested in starting? Think about the age
group you want involved in your program. What needs are you trying to solve through
this program?




2. Where will you meet? Have you identified a place? A time? How often will you meet?
For how long? How will they get there? How will they get home?




3. Are you partnering with a school? Sometimes teachers can be great resources for students
who might need extra adult support. It might also be a place where you can meet directly
after school for a few hours. Contact the principal to see if there is already one
established at that location.





26
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX D
District-level Alliances for Mentoring Program (DAMP)
Policies
1. DAMP recognizes the importance of risk management in the landscape of youth programs.
We use numerous best practices and policies to guide our program with regards to safety for all
participants - youth, volunteers and staff.
2. Volunteers and staff are thoroughly screened prior to being put in a one-on-one situation with
a youth. Our organization uses the Elements of Effective Practice established by MENTR:
The National Mentoring Partnership in all phases of our program for which it is applicable. In
addition, we follow any state or local guidelines that apply to a particular Local Program based
on its region or location.
3. Internally, DAMP has established policies with regard to mentor boundaries, transportation
and travel, and for reporting of child abuse or neglect. Each mentor or volunteer is oriented to
these policies and guidelines prior to working with a youth in a one-on-one setting. In addition,
because our model that encourages a combination of group and one-on-one mentoring, it
provides a safe setting for youth, mentors, and other volunteers.
4. None of the following information is intended to provide, nor should it be construed as, legal
advice. Mentoring programs should contact their own legal resources for advice.
Internally, DAMP has established policies with regard to mentor boundaries, transportation and
travel, and for reporting of child abuse or neglect. Each mentor or volunteer is oriented to these
27
CREATING A SENSE OF PURPOSE IN LEARNING

policies and guidelines prior to working with a youth in a one-on-one setting. In addition,
because our model that encourages a combination of group and one-on-one mentoring, it
provides a safe setting for youth, mentors, and other volunteers.
Links to policies, procedures and best practices are below:
Elements of Effective Practice for Mentoring, 3rd Edition, MENTR: The National
Mentoring Partnership












28
CREATING A SENSE OF PURPOSE IN LEARNING

Appendix E

BUDGET ITEMS FOR A MENTORING PROGRAM

Staff Salaries and Benefits:
Mentoring program coordinator; and
Part-time secretary (does not include other staff assistance that is covered under other
budgets).


Operating Expenses:
Marketing and recruitment materials;
Postage;
Training materials;
Office supplies;
Liability insurance (many mentoring program are adjunct programs to other organizations
that hold liability insurance that covers the mentoring program);
Screening fees (fingerprinting, criminal background check, DMV check, etc.);
Outside interview service to conduct mentor screening (can also be done in-house); and
Volunteer travel.


Program Activities:
Food (snacks and drinks);
Activities (board games, sporting equipment, craft supplies, etc.);
Field trips and group outings (ticket price, transportation, meal vouchers, etc.);
Awards/recognition events or kick-off celebration; and
Thank-you gifts for mentors and volunteers.

Occupancy/Office:
Rent/utilities; and
Telephone and Internet service.



29
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX F
Instructional Strategy and Course Planning Chart
COURSE PLANNING CHART
Learning Activities and
Resources
Time Assessment

GOAL
Day 1
Design Program for
Success
Conduct Ice breaker to create
Learning community.
15
minutes
Conduct pre-
assessment test to see
what learners already
know.
Objective 1) The student will be
able to identify the need
the students have to be
mentored.
Provide video presentation on
program design.
Provide resources on website with
pertinent questions. Allow learners
to research their answers and post
their responses on discussion post.
35
minutes

2) The student will be
able to identify the
parameters of the
program.
Conduct exercise to fill out form
containing suggested parameters.
35minutes
3) The student will be
able to Management of
the program
Conduct exercise to create policy
document.
35
minutes
End of Day 1
Submit all documents
to instructor for
review.


30
CREATING A SENSE OF PURPOSE IN LEARNING

COURSE PLANNING CHART
GOAL
Day 2
Create Operations that
work

Objective 1) The student will have
the tools to recruit the
right people for the
mentoring positions.
Provide video presentation on operational
process. Provide resources on website with
pertinent questions. Allow learners to
research their answers and post their
responses on discussion post.
17
minutes

2) The student can
identify the proper
screening questions for
the mentees.
Conduct exercise to create screening
documents.
17
minutes

3) The student will be
able to create training
programs for both paid
and volunteer staff.
Conduct exercise to create training
programs.
17
minutes
Respond to two
other students
responses.
4) The student will know
how to match up mentors
and mentees.
Conduct exercise to create matching of
mentors/mentees.
17
minutes

5) The student will know
how to monitor the
programs progress.
Conduct exercise to create monitoring
process.
17
minutes

6) The student will know
the methods needed to
retain staff members.
Conduct exercise to create retention plan for
staff.
17
minutes

7) The student will be
able to create a Rite of
Passage program to
transition mentees out of
the program.
Conduct exercise to create Rite of Passage
program for exiting mentees.
17
minutes
End of Day 2
Submit all
documents to
instructor for
review.

31
CREATING A SENSE OF PURPOSE IN LEARNING

COURSE PLANNING CHART
GOAL
Day 3
Evaluate program success Provide video presentation on program
success. Provide resources on website
with pertinent questions. Allow learners
to research their answers and post their
responses on discussion post.

Objective 1) The student will be able to
create forms that mentees will
submit with grade reports.
Conduct exercise to create grade report
forms.
30
minutes

2) The student will be able to
create mentor/mentee surveys
which will assess participants
satisfaction with the program.
Conduct exercise to create
mentor/mentee surveys.
30
minutes

3) Conduct mentor/mentee
focus groups
Conduct exercise to create
mentor/mentee focus groups
30
minutes
Respond to two
other students
responses.
4) Determine financial
solvency
Conduct exercise to determine what
funds are available and what still needs
to be raised.
30
minutes
End of Day 3
Submit all
documents to
instructor for
review.



32
CREATING A SENSE OF PURPOSE IN LEARNING

COURSE PLANNING CHART
GOAL
Day 4
Put Management in
place
Provide video presentation on
Management issues. Provide resources
on website with pertinent questions.
Allow learners to research their
answers and post their responses on
discussion post

Objective 1) Select advisory board Conduct exercise to determine
qualifications for advisory board
members.
24
minutes

2) Determine data
collection and integrity
Conduct exercise to research data
collection options.
24
minute

3) Create Resource and
Donor Development
Plan
Conduct exercise to create resource and
donor development plan.
24
minute
Respond to two other
students responses
4) Create staff
development plan
Conduct exercise to create staff
development plan.
24
minute

5) Create Public
Relations/Marketing
Plan
Conduct exercise to determine what
needs to be part of a Public Relations
and Marketing Plan.
24
minute
End of Day 4
Submit all documents
to instructor for
review.
GOAL
Day 5
Role Play of
mentor/mentee
Identify group members and how
activity for role play will be conducted.
120
minutes
Conduct pre-
assessment test again
to determine if
learning objectives
were met.
Conclude workshop. Issue certificate of
completion and award
prizes for best
participation.

33
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX G
District Level Alliances for Mentoring Program (DAMP)
Pre-Assessment and Post Assessment Test
This test is simply to assess what you know prior to beginning this workshop. After the
workshop is concluded, you will be able to take this test again to see what you have learned.

1) Mentors can be any age as long as they have the desire to help people. T F
2) I know where I will be able to meet with my mentees. T F
3) I know where my funding will be coming from. T F
4) All of my staff will be volunteer and I will not have any paid staff. T F
5) I know what my policies will be and how each relates to the running of the
program. T F
6) I need help on creating a training program to properly retain the staff. T F
7) I have a plan for how I will get the word out about this program. T F
8) A mentee can stay in the program even though their grads do not improve. T F
9) It doesnt matter which mentor I match up with which mentee. T F
10) I know what kind of information I need to track in order for me to know
whether the program is successful or not. T F

There is no formal grading on this test. This is simply to help you determine whether you are
ready to begin your own program.




34
CREATING A SENSE OF PURPOSE IN LEARNING

APPENDIX H
DIAGNOSTIC TOOL

Primary questions to determine the type of mentoring program that best meets young
peoples needs:
1. What is the youth population that your program will serve?
By Age:
810 1114
1518 Other ___________
By other characteristics (geography, special needs, etc.):

2. What potential sources of mentors will you recruit from (alumni, local businesses, faith
communities, students, etc.)?
Type of Mentors:
Senior Citizens Corporate Employees
College Students High School Students
General Public Other ______________________
3. What is the nature of the mentoring sessions? (What is the problem that you are trying to
address or the outcome you are trying to achieve?)

Education/Academic Support Friendship/Socialization
Job Placement/Performance Reduce Recidivism
Healthy Behaviors Career Exploration
Other ______________________
4. Where will the mentoring occur?

Site Based: In the Community:
Workplace Out in the Community
School
Faith-based Organization Online:
Juvenile Corrections Facility Online (Virtual Community)
35
CREATING A SENSE OF PURPOSE IN LEARNING

After-school Program

Agency-based Other:
Other ___________________________

5. When will the mentoring sessions take place (e.g., during school, after school, on
weekends)?


6. How often will mentors/mentees meet (once per week for an hour, two-hour meetings
twice per month, etc.) and how long will the mentoring matches endure (one year, six
months, etc.)?


Types of Programs

Select a type of mentoring program you wish to design and implement on the basis of your
answers to the diagnostic tool.

One-to-One Mentoring:

Mentee Ages: 818

Prospective Mentors: Senior Citizens, Corporate Employees, College Students
and General Public

Nature of Sessions: Education/Academic Support, Job Placement/Performance,
Healthy Behaviors, Friendship/Socialization, Reduce
Recidivism, Career Exploration

Where Matches Meet: Workplace, Faith-based Organization, Juvenile Corrections
Facility, After-school Program, School, In the Community,
Agency-based, Online
36
CREATING A SENSE OF PURPOSE IN LEARNING


E-mentoring:

Mentee Ages: 1218

Prospective Mentors: Senior Citizens, Corporate Employees, College Students
and General Public

Nature of Sessions: Education/Academic Support, Job Placement/Performance,
Healthy Behaviors, Friendship/Socialization, Reduce
Recidivism, Career Exploration

Where Matches Meet: Online or in combination with face-to-face mentoring

Peer Mentoring:

Mentee Ages: 818

Prospective Mentors: High School Students and College Students

Nature of Sessions: Academic Support and Friendship

Where Matches Meet: School, Agency-based, After-school Program

Team Mentoring:

Mentee Ages: 818

Prospective Mentors: Senior Citizens, Corporate Employees, College Students
and General Public

37
CREATING A SENSE OF PURPOSE IN LEARNING

Nature of Sessions: Education/Academic Support, Job Placement/Performance,
Healthy Behaviors, Friendship/Socialization, Reduce
Recidivism, Career Exploration

Where Matches Meet: Workplace, Faith-based Organization, Juvenile Corrections
Facility, After-school Program, School, In the Community,
Agency-based, Online



Group Mentoring:

Mentee Ages: 818

Prospective Mentors: Senior Citizens, Corporate Employees, College Students
and General Public

Nature of Sessions: Education/Academic Support, Job Placement/Performance,
Healthy Behaviors, Friendship/Socialization, Reduce
Recidivism, Career Exploration

Where Matches Meet: Workplace, Faith-based Organization, Juvenile Corrections
Facility, After-school Program, School, In the Community,
Agency-based, Online

Courtesy of MENTOR/National Mentoring Partnership.