Deane, K.L., Bullen, P., Wilder, K., & Williamson-Dean, R. (2020). The impact and experiences of Campus Connections Aotearoa | Tūhono Aiopīpī youth mentees and university student practitioners: Quantitative evaluation report 2017–2019. University of Auckland. https://cpb-ap-se2.wpmucdn.com/blogs.auckland.ac.nz/dist/c/389/files/2016/06/CC-A-Evaluation-Report.pdf
[Reprinted from the Highlights Section]
This report presents key findings from the evaluation of the Campus Connections Aotearoa (CC-A) programme from 2017 to 2019 using a combination of visual and explanatory content. This section summarises some of the important findings regarding programme experiences and programme outcomes.
Clear patterns of engagement, enjoyment and value were evident:
▪ Youth mentees and student practitioners reported that the CC-A programme provided positive pro-social experiences, skill development opportunities, and that they felt well supported within a safe and structured programme setting.
▪ Youth mentees and student practitioners also rated the quality of their mentoring relationships highly.
▪ The attendance rate for student practitioners was very high and the attendance rate for youth mentees was on par with their attendance at their Alternative Education provider.
▪ Course satisfaction for the student practitioners was above-average compared to other courses offered by the Faculty of Education and Social Work and the University of Auckland more broadly.
Participation in CC-A was associated with an increase in numerous positive developmental outcomes for youth mentees and student practitioners:
▪ Youth mentees and student practitioners reported that CC-A had impacted their personal growth in a range of important developmental areas, particularly with respect to interpersonal skills and social connections.
▪ Youth mentees reported higher self-efficacy, self-awareness, empathy towards others, and peer support at the end of the programme compared to when they started.
▪ Youth mentees also reported increases in emotional distress and declines in family coherence and school support over the same time period.
▪ Student practitioners reported significantly higher levels of mentoring self-efficacy; attunement to others; perspective-taking and problem-solving; and sociability and leadership skills, at the end of the programme compared to when they started.
The sections that follow provide an overview of CC-A and its evaluation research programme. A detailed overview of the findings regarding the youth mentee and student practitioner experiences and outcomes is presented. The report also outlines research limitations as well as priority actions for the CC-A Leadership Team based on the evaluation findings.
To access the resource, please click here.