Project Soar

Founded in 2005, The University of Arizona College of Education's Project Student Outreach Access, and Resiliency (SOAR) is a service-learning experience that routinely places over one hundred University of Arizona undergraduate mentors in under-resourced middle schools in the Tucson area. These students are enrolled in either HED 350 (fall) or HED 397B (spring), both of which explore cultural, social and environmental factors affecting middle schoolers' academic achievement and pathways to higher education. Mentors meet one-on-one or with a small group of middle school youth weekly, addressing topics including academic strengths, self-esteem, conflict resolution, career exploration, and the college search process. Mentoring pairs or groups remain consistent throughout the semester in order to develop a strong, positive relationship. This University of Arizona College of Education program is housed within the Center for the Study of Higher Education in the Department of Educational Policy Studies and Practice.


Project SOAR is open to all undergraduate students at the University of Arizona. Mentors enroll in HED 350 (fall, 3 units, gen ed) or HED 397B (spring, 2 units). Both service-learning courses are designed for those committed to providing mentoring for students at middle schools in the Tucson community, in an effort to increase the level of academic achievement for these students. Students study cultural, social and environmental factors that affect academic achievement and pathways to higher education. Current University of Arizona students may enroll in HED 350 or 397B directly through UAccess.

Mentoring is a great opportunity to develop a skill that lies within personal experiences. Everyone has the potential to be a mentor and influence change in the community and in the lives of youth.

Project SOAR mentors are assigned to a participating middle school and visit that school for 1-2 hours per week throughout the semester. Mentors are required to complete 20 hours per semester, which includes travel time, preparation time, and actual mentoring time. Mentoring sessions can include discussions about everyday life or share specific skills for the future (ie. goal setting, career exploration, the college search process, and academic skill-building).

In addition to mentoring, SOAR mentors are enrolled in a UA course (HED 350 (3 units, counts toward general education) or HED 397B (2 units) that focuses broadly on the social, political, and systemic issues associated with academic opportunity and college access.

  • Over 30,000 mentoring hours have been logged by SOAR students since 2005
  • Over 2,500 middle school students have benefited from a SOAR mentor since 2005
  • A mentee survey revealed that 73.3% of the middle school students believed they had a mentor who motivated them to do well in school, believed they could be a success (74%), and had increased their motivation to get good grades (67.9%).
  • 72% of the middle school mentees surveyed agreed that their mentors had increased their interest in going to college. Additionally, mentors were credited for increasing their knowledge about getting into college (69.4%) and future careers (67%).

Dr. Jamaica DelMar
Project SOAR Director

Selena Velasquez
Project SOAR Graduate Assistant

Yadira Oregon-Lopez
Project SOAR Graduate Assistant

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