Student mentoring program presentation created by DATA Coordinator/Counselor Deborah Applebaum.

1. Digital
Arts
Technology
Academy
www.DigitalArtsTechAcademy.us

2. 2013-­‐14
Mentor
Program
ObjecBves
of
Mentor
Program
• Role
Models
for
our
students
To
make
a
difference
in
the
life
of
a
young
person
and
therefore
the
world
• Build
self-­‐esteem
&
moBvaBon
To
help
students
redirect
their
lives
• Career
preparaBon
To
create
meaningful
partnerships
between
school
and
community
• Community
ConnecBons
To
invest
in
the
future
of
our
community
by
inves:ng
in
its
youth

3. ObjecBves
for
the
Student:
•
Develop
awareness
of
business
and
career
opportuni:es
•
Improve
self-­‐esteem
•
Prac:ce
effec:ve
goal
-­‐
se?ng
•
Increase
knowledge
of
rela:onship
between
school
and
work
•
Establish
professional
rela:onship
with
a
successful,
working
adult
•
Increase
ability
to
contribute
to
society

4. ObjecBves
for
the
Mentor:
•
Make
a
difference
in
a
student’s
life
and
the
school
system
•
Share
interests
and
hard-­‐won
wisdom
•
Contribute
to
higher
percentage
of
successful
graduates
•
Increase
the
number
of
successful
ci:zens
and
employees
in
California
•
Help
develop
responsible
future
employees
•
Feel
personal
sa:sfac:on

5. 2013-­‐14
Mentor
Program
• Once
per
month
at
least
• LocaBon
on
site/local
field
trip
• One
-­‐
two
hours
• Supervised
by
cerBficated
staff
• Structured
agendas
• Group
mentoring,
3:1
• Focus
on
skills
for
success,
good
habits,
academics
• Group
dynamic
at
meeBngs
• Some
meeBngs
longer
• Correspond
with
3
students
• Experience
with
youth
helpful

6.
1. Contact
Info
2. Overview
and
ObjecBves
3. Defining
the
Mentor
Experience
4. EffecBve
Mentoring
RelaBonships
5. RelaBonship
Developmental
Process
6. Helpful
Mentor
Guidelines
&
Tips
7. Mentor
Contract
2013-­‐14
Mentor
OrientaBon

7. Tuesday,
September
10
or
Thursday,
September
12
4:00
P.M.
–
5:30
P.M.
Welcome
&
IntroducBons
Deborah
Applebaum
Sign-­‐In
&
Forms
Welcome
Principal
or
Vice
Principal
Mentor
Introduc:ons
Mentors
Mentor
Program
PresentaBon
Deborah
Applebaum
OrientaBon
to
Mentoring
Overview
and
Objec:ves
Defining
the
Mentor
Experience
Effec:ve
Mentoring
Rela:onships
Rela:onship
Developmental
Process
Helpful
Mentor
Guidelines
&
Tips
Mentor-­‐Student
MeeBngs
Deborah
Applebaum
Overview
of
Scheduled
Mee:ngs
11th
Grade
Mentor
Program
Mee:ng
Agendas
(Group
Mentoring)
Mentor
Contract
Mentors
Review
Sign
and
collect
First
Kick-­‐Off
MeeBng
Agenda
Deborah
Applebaum
Match
up
&
Ac:vi:es
for
ini:al
mentor-­‐student(s)
mee:ng
Student
SelecBons
(OpBonal)
Mentors
Review
Student
Profiles
Sample
Agenda

8. Sample
Mentor
Handbook
Table
of
Contents
MENTOR
ORIENTATION
MATERIALS
Mentor
Program
Orienta:on
Agenda
7
Contact
Info
&
Reference
Sheet
for
Mentors
8
Campus
Map
9
I.
Overview
&
Objec:ves
of
Mentoring
Program
10
II.
Defining
the
Mentor
Experience
11-­‐12
III.
Effec:ve
Mentoring
Rela:onships
13
IV.
Rela:onship
Developmental
Process
14
V.
Helpful
Mentor
Guidelines
&
Tips
15-­‐17
Copy
of
Mentor
Contract
2013-­‐14
18
MENTOR
MEETING
MATERIALS
At-­‐A-­‐Glance
Scheduled
Mentor
Program
MeeBng
Dates
2013-­‐14
20
MeeBng
#
1
Agenda
(IntroducBons,
Self-­‐Esteem,
&
Goals
-­‐
September)
21
Self-­‐Esteem
Mentor-­‐Student
Ac:vity
22
Values
Clarifica:on
Sheet
23
MeeBng
#
2
Agenda
(Academic
Review
&
Goals
-­‐
October)
24
Student
Academic
Progress
Sheet
25
Goal
Se?ng
Tips
Sheet
26
Student
Goal
Work
Sheet
1
-­‐-­‐
Personal
Goals
27
Student
Goal
Work
Sheet
2
–
Academic
Goals
28

9. Sample
Mentor
Handbook
ConBnued
MeeBng
#
3
Agenda
(Job
Shadow
Field
Trip
Day
-­‐
November)
29
Mentor
Volunteer
Use
of
Vehicle
Form
30
Job
Shadow
Career
Interview
Sheet
MeeBng
#
4
Agenda
(Roadmap
Interview
-­‐
December)
33
Roadtrip
Na:on
Interview
Sample
Ques:ons
34
MeeBng
#
5
Agenda
(Academic
ReflecBon
-­‐
January)
35
MeeBng
#
6
Agenda
(Resume
Review
&
Interview
Techniques
-­‐
February)
36
Resume
Checklist
37
Great
Ac:on
Words
for
Resumes
38
Commonly
Asked
Interview
Ques:ons
39
Mock
Interview
Assessment
Rubric
40
MeeBng
#
7
Agenda
(Future
Plans
–
March)
41
Future
Planning
Worksheet
42-­‐43
Mentor
Reference
Lefer
Example
Format
Template
44
MeeBng
#
8
Agenda
(Community
Service
Project
Field
Trip
–
April)
45
MeeBng
#
9
Agenda
(Closing
&
Luncheon
–
May)
46
Mentorship
Program
Feedback
Form
47
Sample
Student
Cer:ficate
of
Comple:on
49

10. Sample
Helpful
Mentor
Guidelines
&
Tips
V.2
-­‐
DEALING
WITH
COMMUNICATION
BARRIERS
Students
Who
Are
Reluctant
To
Talk:
During
the
mentor
mee:ngs,
you
may
find
that
your
student
is
shy
or
reluctant
to
talk
at
first.
Please
keep
in
mind
that
students
will
be
naturally
in:midated
to
speak
face-­‐to-­‐face
to
an
adult
for
one
whole
hour!
Having
a
whole
conversa:on
with
a
business
professional
will
definitely
be
a
new
(and
important)
experience
for
many
of
our
students.
Also,
several
of
our
students
speak
English
as
a
second
language,
so
they
may
be
embarrassed
about
their
verbal
communica:on
skills.
We
ask
that
you
bear
these
things
in
mind
during
your
mee:ngs.
Some:mes,
it
may
be
frustra:ng
if
a
student
doesn’t
appear
to
want
to
talk,
but
we
urge
mentors
to
remember
that
students
have
to
be
taught
how
to
be
effec:ve
communicators.
The
best
way
to
encourage
students
to
speak
up
is
to
ease
the
tension
by
speaking
a
lot
about
yourself,
not
showing
irrita:on
or
impa:ence
at
their
shyness,
and
asking
them
many
ques:ons
about
their
lives.
Aier
some
:me,
we
guarantee
your
student
will
open
up.
Also,
keep
in
mind
that
even
if
a
student
is
not
very
talka:ve,
it
does
not
mean
they
are
not
benefi:ng
from
the
mentorship.
Some
of
our
quietest
students
have
been
the
ones
who
expressed
the
greatest
benefit
from
their
mentorship.
V.3
–
MENTORING
THROUGH
E-­‐MAIL
Another
component
of
the
Mentoring
Program
is
“E-­‐mentoring:”
extending
the
mentor-­‐student
rela:onship
to
conversa:on
via
E-­‐mail.
We
encourage
mentors
and
students
to
use
E-­‐mail
in
between
mee:ngs.
This
can
be
a
very
valuable
opportunity
for
our
students.
In
this
day
and
age,
kids
are
skilled
at
electronic
communica:on;
however,
they
have
very
lifle
experience
with
professional
E-­‐mailing.
Students
need
to
learn
the
difference
between
casual
messaging
(abbrevia:ons,
acronyms,
improper
grammar,
etc.)
and
formal,
workplace
messaging.
Mentors
should
encourage
their
students
to
prac:ce
the
lafer.

11. Sample
Helpful
Mentor
Guidelines
&
Tips
Typically,
the
mentor-­‐student
rela5onship
goes
through
three
stages:
(1)
developing
trust,
(2)
reaching
goals
and
(3)
ending
the
rela5onship.
STAGE
1:
THE
BEGINNING
-­‐-­‐
BUILDING
TRUST.
“Mentoring
kids
is
like
a
big
puzzle.
You
have
to
keep
trying
things
un:l
you
find
something
that
works.”
Building
trust
can
take
weeks.
One
of
the
best
ways
to
build
trust
is
to
model
how
to
open
up
by
trus:ng
your
student
and
sharing
things
about
your
own
life
with
them.
Another
great
method
is
to
help
your
mentee
accomplish
something
that
is
important
to
him/her.
But
at
the
beginning
of
any
rela:onship,
there
is
always
a
trial
period.
In
this
ini:al
phase,
you
may
experience
some
of
the
following:
Tes:ng:
Ini:ally,
and
par:cularly
if
the
mentee
is
from
an
unstable
background
where
they
have
been
repeatedly
disappointed
by
adults,
mentees
may
go
through
a
tes:ng
period.
They
may
be
slow
to
give
their
trust
because
they
expect
the
inconsistency
and
lack
of
commitment
they
have
received
in
the
past.
The
mentor's
trustworthiness
and
commitment
may
be
tested
for
the
first
few
mee:ngs.
Once
the
mentor
“passes”
the
test,
the
real
rela:onship
can
begin.
Though
this
difficult
state
will
not
occur
in
all
rela:onships,
it
is
important
for
you
to
be
prepared,
understand,
and
refrain
from
personalizing
this
"test"
as
much
as
possible.
During
the
tes:ng
phase
you
may
expect
mentees
to:
•
Be
shy
or
quiet
•
Fail
to
return
E-­‐mails
promptly
•
Look
uncomfortable
during
mee:ngs
•
Display
sullen,
unresponsive,
or
inconsistent
behavior
Remember
the
issue
is
not
whether
the
mentee
likes
the
mentor,
they
are
protec:ng
themselves
from
disappointment.
From
their
perspec:ve
not
having
a
rela:onship
at
all
seems
befer
than
trus:ng,
and
losing
someone.
Your
mentee
may
come
from
a
family
where
nothing
can
be
taken
for
granted:
•
People
living
in
the
household
may
come
and
go
•
Frequent
moves
may
occur
during
the
course
of
a
year
•
Finances
may
be
a
constant
struggle
Predictability
can
build
trust.
You
can
help
by
being
consistent.
Be
on
:me
for
mee:ngs,
bring
promised
informa:on
and
materials,
and
follow
through
on
all
agreements
that
you
make
with
your
mentee.
One
misstep
at
this
state,
though
it
may
seem
trivial
to
you
as
a
responsible
adult,
can
have
great
importance
in
a
nega:ve
sense
to
your
mentee.

12. A
mentor
is:
• a
responsible
adult
• a
trusted
guide
• a
good
listener
• a
reliable
role
model
• a
professional
advisor
• an
ac:ve
sponsor
• a
“real-­‐world”
trainer
• a
teacher
of
life
• an
advocate
for
students
• an
opener
of
doors
• a
friend
DEFINING
THE
MENTOR
EXPERIENCE
WHAT
IS
A
MENTOR?
A
mentor
is
not:
• an
evaluator
• a
disciplinarian
• a
savior
• a
therapist
• a
counselor
• a
social
worker
• a
parent
• a
peer

13. You
should
have
no
problem
making
the
commitment
to
mentor
if:
• You
can
easily
priori:ze
the
monthly
Thursday
mentor
mee:ng
without
conflicts.
• You
can
make
a
commitment
to
be
on
:me
at
every
single
scheduled
mee:ng.
• Follow-­‐through
is
one
of
your
strengths;
you
can
go
above
and
beyond
the
required
mee:ngs.
• You
have
the
dedica:on
and
pa:ence
to
help
your
student
open
up
in
conversa:on.
• You
will
be
available
to
communicate
regularly
with
your
mentee(s)
(once
per
week)
via
E-­‐
mail.
• You
are
able
to
see
the
program
through
to
comple:on.
WHO
SHOULD
BE
A
MENTOR?
You
might
think
twice
before
making
the
commitment
to
mentor
if:
•
You
are
in
the
process
of
switching
careers.
•
You
foresee
a
major
life
change
this
year
that
restricts
:me
(wedding,
baby,
extended
vaca:on,
etc.)
•
You
plan
to
move
out
of
the
Coachella
Valley
in
the
next
9
months.
•
Your
work
requires
you
to
travel
unexpectedly
for
long
periods
of
:me.
•
Your
schedule
is
very
unpredictable
and/or
inflexible.
•
You
can
already
see
a
conflict
with
two
or
more
of
the
scheduled
mee:ngs
days/:mes.

14. • IN
ORDER
TO
PARTICIPATE
IN
THE
DATA
MENTORSHIP
PROGRAM,
ALL
MENTORS
MUST
AGREE
TO
THE
GUIDELINES
OUTLINED
BELOW.
PLEASE
READ
THIS
MENTORING
CONTRACT
CAREFULLY
AND
INITIAL
NEXT
TO
EACH
LINE
ITEM.
AT
THE
BOTTOM,
PLEASE
SIGN
AND
DATE.
• Mentor
Name:________________________________Company:________________________________
• I.
Mentor
Code
of
Ethics:
• ______
I
agree
to
foster
a
professional
mentoring
relaBonship
with
my
student
by
encouraging
the
student
to
pursue
higher
learning
and
vocaBonal
goals
while
providing
access
to
varying
points
of
view.
I
agree
to
present
informaBon
carefully,
without
distorBon,
and
give
every
point
of
view
a
fair
hearing.
• ______
I
agree
to
foster
a
professional
mentoring
relaBonship
by
respecBng
the
uniqueness
of
my
student’s
background.
I
agree
to
honor
the
integrity
of
the
student
and
influence
them
through
encouragement,
construcBve
criBcism,
and
posiBve
feedback.
I
agree
to
empower
my
student
to
make
“right”
decisions
without
actually
deciding
for
him
or
her.
• ______
I
agree
to
foster
a
professional
mentoring
relaBonship
with
my
student
by
protecBng
the
health
and
safety
of
my
student
at
all
Bmes.
I
will
seek
advice
from
the
program
coordinator
if
ever
in
doubt
about
the
appropriateness
of
an
event
or
acBvity.
I
will
inform
the
program
coordinator
immediately
about
any
persons,
acBviBes,
or
situaBons
which
could
affect
the
safety
or
health
of
the
student.
• ______
I
agree
to
foster
a
professional
mentoring
relaBonship
with
my
student
which
shall
not
be
used
for
private
advantage
or
involve
the
student
in
schemes
for
commercial
gain.
Sample
Mentor
Contract
2013-­‐2014

15. • ______
I
commit
to
mentoring
my
student
for
the
full
duraBon
of
this
academic
school
year.
I
also
commit
to
apending
all
nine
mentor
meeBngs
(see
Mentor
MeeBng
Schedule).
In
the
event
that
a
schedule
conflict
arises
which
cannot
by
rearranged,
I
agree
to
do
my
utmost
to
noBfy
the
program
coordinator
and
my
student
at
least
five
days
prior
to
the
scheduled
meeBng.
I
further
agree
to
take
full
responsibility
in
rescheduling
the
missed
meeBng
with
my
student
during
school
hours
either
on
a
day
before
the
original
meeBng
date
or
no
later
than
one
week
aqer
the
original
meeBng
date.
• ______
I
commit
to
arriving
prepared
and
on
Bme
for
every
meeBng.
I
agree
to
contact
the
program
coordinator
by
phone
if
a
situaBon
arises
which
may
cause
me
to
arrive
later
than
the
scheduled
meet
Bme.
• ______
I
commit
to
communicaBng
with
my
student
via
E-­‐mail
to
confirm
meeBngs
and
follow
up
on
meeBngs.
I
agree
to
reply
to
E-­‐mails
from
my
student
in
a
Bmely
manner,
and
encourage
my
student
to
reply
using
professional
E-­‐mail
eBquepe.
I
further
agree
to
noBfy
the
program
coordinator
if
my
student
does
not
respond
to
my
E-­‐mails
in
a
Bmely
manner.
• Mentor
Signature:_________________________________
Date:____________________
Sample
Mentor
Contract
2013-­‐2014

16. MONTH
MEETING
TOPIC
(UNDER
REVIEW)
SCHEDULED
DATE/TIME"
Sept.
Mentor-­‐Orienta3on
Pick
one
date
Tues.
Sept
10,
2013
or
Thurs,
Sept,
12,
2013
4:00
–
5:30
pm
Sept
Mentor-­‐Student
Group
Mee:ng
1:
IntroducBons
&
Ice
Breakers
Thurs,
Sept,
19
,
2013
11:15-­‐12:45
Oct.
Mentor-­‐Student
Group
Mee3ng
2:
Academic
Review
&
Goals
Thurs,
OCT.
17,
2013
11:15-­‐12:45
Nov.
Mentor-­‐Student
Group
Mee3ng
3:
EducaBonal
Group
Fieldtrip
Day
To
be
determined
between:
Mon.
Nov.
4
-­‐
Thurs.
Nov.
14
Dec.
Mentor-­‐Student
Group
Mee3ng
4:
A
Good
Habit:
Time
Management
Thurs,
Dec.
19,
2013
11:15-­‐12:45
Jan.
Mentor-­‐Student
Group
Mee3ng
5:
Roadtrip
NaBon
Thurs,
Jan.
16,
2014
11:15-­‐12:45
Feb.
Mentor-­‐Student
Group
Mee3ng
6:
Resume
&
Interview
Techniques
Thurs,
Feb.
20,
2014
11:15-­‐12:45
Mar.
Mentor-­‐Student
Group
Mee3ng
7:
Mentor
Team
Building
Olympics
Thurs,
Mar.
20,
2014
11:15-­‐12:45
Apr.
Mentor-­‐Student
Group
Mee3ng
8:
College
Forum
&
Debrief
Thurs,
Apr.
17,
2014
11:15-­‐12:45
May
Mentor-­‐Student
Group
Mee3ng
9:
Final
Closing
&
Luncheon
Thurs,
May.
15,
2014
11:15-­‐12:45

17. Sample
Student
Mentor
meeBng
#1
Breaking
the
Ice,
Introduc:ons,
&
Self-­‐Esteem
Purpose:
To
meet
your
student,
break
the
ice,
and
build
the
founda:ons
of
the
mentoring
rela:onship
on
posi:ve
affirma:on
and
fun
ac:vi:es.
PreparaBon/Materials:
Before
mee:ng:
Be
sure
to
preview
all
the
forms
and
direc:ons
(included
in
this
handbook)
for
today’s
session
including
the
Ice
Breaker
Ac3vity
Direc3ons
Sheet,
Self-­‐
Esteem
Ac3vity,
and
Values
Clarifica3on
Sheet.
To
bring
to
mee:ng:
Be
sure
to
bring
your
Mentor
Handbook,
business
cards,
and
a
pen.
Everything
else
will
be
provided
for
you.
*Please
note:
You
will
be
taking
a
photo
with
your
student
at
this
mee:ng!
1.
Mentor–Student
Mingle
Match
Up
AcBvity
(10
minutes)
Mentor
Direc:ons:
In
order
to
find
the
student
mentee
we’ve
paired
you
with,
you
will
be
asked
to
mingle
with
all
the
students
and
shake
hands
with
each
new
student
you
encounter.
You
will
not
reveal
your
name
–
only
greet
and
shake
hands!
Your
assigned
student
mentee
will
have
a
notecard
that
contains
the
unique
fact
you
gave
us
in
your
Mentor
Registra:on
Profile,
but
it
will
not
have
your
name
on
it.
Students
have
been
instructed
to
locate
their
mentors
by
introducing
themselves
to
you,
shaking
your
hand,
giving
their
name,
and
then
asking
if
you
are
the
“author”
of
the
unusual
fact
they
hold
in
their
hand.
Once
you
finally
cross
paths
with
the
student
who
has
your
personal
unique
fact,
you
will
have
successfully
found
and
matched
up
with
your
mentee.
At
this
point,
you
can
reveal
your
name
and
formally
introduce
yourself
as
his
or
her
mentor.

18. Sample
Student
Mentor
meeBng
#1
2.
IntroducBons
of
Mentors
–
All
Group
AcBvity
(15
minutes)
Before
si?ng
down
one-­‐on-­‐one
with
your
mentee,
you
will
be
formally
introduced
to
the
whole
group
by
your
student.
This
ac:vity
is
intended
to
break
the
ice,
teach
students
to
do
a
formal
business
introduc:on,
and
give
everyone
an
opportunity
to
meet
all
the
volunteers
who
will
be
mentoring
for
this
school
year.
Students
and
mentors
will
all
form
a
large
circle,
and,
in
turn,
each
student
will
step
forward
to
introduce
his
or
her
mentor
by
sta:ng
your
name,
job
:tle,
company/organiza:on,
how
you
heard
about
the
AOBT
mentor
program,
and
your
unique
fact.
You
can
help
prepare
your
student
for
this
ac:vity
by
wri:ng
in
the
info
on
the
card
they
will
be
holding.
3.
Get
to
Know
Each
Other
(10
minutes)
Mentor
Direc:ons:
Now,
you
will
sit
down
for
the
remainder
of
the
hour
and
spend
some
:me
ge?ng
to
know
your
student.
Spend
3-­‐5
minutes
introducing
yourself
to
your
student.
Feel
free
to
use
your
Mentor
Profile
Form.
Discussion
items
can
include,
but
are
not
limited
to:
contact
info,
current
career,
other
careers
or
job
posi:ons
you
are
familiar
with,
educa:on,
where
you
grew
up,
hobbies,
family,
etc.
When
you
are
done,
give
your
Mentor
Profile
Form
to
your
student.
Now,
ask
your
student
to
spend
3-­‐5
minutes
introducing
himself
or
herself.
Feel
free
to
prompt
with
ques:ons.
Tell
student
he
or
she
may
refer
to
the
Student
Profile
Form.
Discussion
items
can
include,
but
are
not
limited
to:
family,
elementary
and
middle
school,
what
the
AOBT
is
and
why
he/she
joined,
classes
currently
taking
in
high
school,
extra-­‐curricular
ac:vi:es,
work,
interests,
goals
aier
high
school,
etc.
Ask
your
mentee
for
his
other
contact
informa:on
to
write
in
your
handbook.
Give
them
your
contact
info
and
ask
him
or
her
to
write
it
in
the
Student
Handbook

19. Self-­‐Esteem
mentor
–
Student
AcBvity
Direc:ons:
Use
this
ac3vity
during
Mee3ng
1;
the
goal
is
to
help
mentor
and
student
get
to
know
each
other,
develop
trust,
and
build
each
other
up
as
individuals.
Both
mentor
and
student
should
take
a
few
minutes
to
individually
read
over
and
fill
out
their
own
answers
to
the
ques3ons
below.
When
each
has
had
enough
3me
to
complete,
take
turns
sharing
out
loud
with
one
another.
Be
sure
to
give
each
other
feedback
and
encouragement
while
sharing.
1.
What
do
you
think
is
your
greatest
accomplishment/
personal
achievement
to
date?
Why?
_________________________________________________________________________________
_________________________________________________________________________________
2.
List
at
least
three
things
you
are
good
at:
_________________________________________________________________________________
_________________________________________________________________________________
3.
What
do
your
friends
like
most
about
you?
Do
you
agree
with
them?
Why
or
why
not?
_________________________________________________________________________________
_________________________________________________________________________________
4.
What
do
you
like
most
about
your
family?
Why?
_________________________________________________________________________________
_________________________________________________________________________________
5.
Who
do
you
most
admire?
Why?
_________________________________________________________________________________

20. Sample
Student
Mentor
meeBng
#3
Mentors
and
students
will
schedule
and
take
an
educa:onal
fieldtrip
to
a
college
or
workplace
(or
combina:on)
of
the
group’s
choosing.
• CSU
San
Bernardino
Palm
Desert
Campus
• Tour
Graphic
Design
and
Market
Program
• COD
• Tour
Digital
Design
&
Art
Departments
• The
Desert
Sun
• KESQ
Channel
2
• KPTR
AM
1450
• Palm
Springs
Art
Museum
• Time
Warner
Studios

21. Road
Trip
NaBon
Interview
QuesBons
Students
will
ask
these
quesBons
while
interviewing
their
mentor.
Students
will
use
their
notes
on
the
answers
to
these
quesBons
to
write
up
a
“Roadmap”
ArBcle.
1.
Where
were
you
when
you
were
our
age?
How
did
you
get
from
there
to
where
you
are
today?
2.
When
you
were
growing
up
did
you
have
any
interests
that
you
have
built
into
your
work?
3.
Were
you
ever
lost?
4.
When
did
the
light
bulb
go
on?
When
did
you
realize
this
is
what
you
wanted
to
do?
5.
Were
there
ever
pressures
from
society
telling
you
to
be
something
or
do
something
else?
If
so,
how
did
you
shut
out
the
noise?
6.
What
obstacles
have
you
overcome
to
get
where
you
are
today?
7.
What
have
been
the
keys
to
achieving
the
level
of
excellence
that
you’ve
reached
in
your
life?
8.
How
do
you
balance
your
personal
and
professional
life?
9.
As
you
look
back
on
your
first
ten
years
aier
college,
what
would
you
do
differently?
10.
Describe
a
typical
day
in
the
life
of
your
job.
11.
What
skills
must
someone
absolutely
have
to
succeed
in
your
field?
12.
How
did
you
acquire
the
necessary
skills
and
knowledge?
13.
If
someone
wants
to
be
you,
do
you
suggest
that
they
follow
your
footsteps?
14.
If
you
had
one
piece
of
advice
to
give
young
people
ge?ng
ready
to
jump
into
the
real
world,
what
would
it
be?
Sample
Student
Mentor
meeBng
#5

22. RoadMap
Model:
Major
life
event/
choice
right
out
of
high
school
Next
major
life
event
/choice
Next
major
life
event
/choice
Next
major
life
event
/choice
Next
major
life
event
/choice
Current

23. Digital
Arts
Technology
Academy
www.DigitalArtsTechAcademy.us
Link
to
DATA
Professional
Survey
Please
fill
out
this
survey
if
you
are
interested
in
volunteering
as
a
mentor.