The Power of Mentoring graphic

Fostering Inclusion, Leadership and Growth through Experiential Learning

April 25, 2018

Stella and Charles Guttman Community College
50 West 40th Street
New York, NY 10018




Experiential learning, in its many different forms, can be transformative for students and can lead to increased rates of retention and engagement. As demonstrated in the University Plan for Experiential Learning submitted to Governor Andrew Cuomo’s office in June 2016, CUNY’s colleges are already actively engaged in experiential education practices. At the same time, there is tremendous opportunity—and enthusiasm—for increasing and diversifying experiential learning opportunities (ELOs) for students. CUNY’s 2018 Experiential Learning Symposium aims to convene conversations about maximizing the effectiveness and reach of experiential learning through mentorship.

We are particularly interested in presentations that discuss intermediate outcomes of mentoring interventions, providing both formative and summative program assessment. Presenters should discuss the impact and effectiveness of their programs including benchmarks and milestones. Focusing specifically on analysis and improvement techniques, presenters should showcase compelling styles of mentorship as it relates to diverse student populations.

Visit CUNY’s Experiential Learning website to view details of CUNY’s categorical definitions of ELO, which are necessarily broad, given the distinct priorities and strengths of its various colleges and the wide spectrum of students they serve. Information on last year’s ELO Conference “Breaking Boundaries 2017: Developing, Assessing, and Scaling Curricular Experiential Learning Opportunities” can also be found on the CUNY ELO website.

Please direct any questions to:

Themes/Conference Tracks

This year’s symposium will be organized around three different tracks:

This track will showcase efforts around learning and development for mentees, mentors, supervisors, or partners. Workshops can incorporate the philosophy, structure, and outcomes for mentor training programs. Additionally, this track may include an overview of competency-based training curricula and role-specific training approaches that prepare supervisors and mentors.

This track will highlight efforts to serve underrepresented and/or marginalized populations including but not limited to race, ethnicity, gender identity or expression, sexual orientation or identity, abilities: physical, mental, and emotional, socioeconomic background, religion/spirituality, age, national origin, or veteran status. Programs can include research-based, academic, and/or professional development programs with a focus on empowering diverse students.

This track will examine one or two specific practices that are working in your mentoring program. This may include strategies for how to develop successful external partnerships that support student development or innovations that you have implemented.

Presentation Proposal Details

Concurrent sessions will be 50 minutes long and may contain one or more presentations. Proposals for roundtables or panel discussions are welcome, as are presentations which include students. Proposals can be submitted through the 2018 ELO Proposal Submission form.

Proposals should include the following information:


Proposal Abstract (250 words)

The abstract should describe the content and significance of the session (or roundtable), as well as how it relates to the theme of the symposium.

Brief Description (100 words)

This description will be used for the final program.  Please remember that—should your proposal be accepted—a participant’s decision to attend your session will be based in large part on this description.  We encourage you to make it as accurate, and compelling, as possible.

Expected Learning Outcomes (50-75 words)

Please describe—or list—the outcomes with which you hope the audience members will leave the session—i.e., the “takeaways.”

Proposals can be submitted at