'Penntoring' benefits local children

The University boasts many student-run tutoring and mentoring programs to benefit West Philadelphia youths. But Kite and Key, which already sponsors Step One Tutoring, has founded a unique alternative to the many already-existing programs. Penntoring, as it was recently named, provides academic support specifically for foster children in Philadelphia. Last year, the Philadelphia Department of Human Resources contacted the University with hopes that it would establish a mentoring program for foster children. Program for Student-Community Involvement Director David Grossman then recruited Kite and Key members to implement Penntoring, which is based on a similar program at LaSalle University. College junior and Kite and Key President Katinka Domotorffy has coordinated Penntoring since it began last semester. Domotorffy explained that Penntoring is unique because it combines one-on-one tutoring with food and fun. The children meet at the University after school on Thursdays. After devoting an hour to schoolwork with their tutors, the young students spend another hour playing games and eating snacks. Domotorffy said the second hour distinguishes Penntoring from other mentoring and tutoring programs. "The extra hour provides additional time to build relationships, and many of the foster children could use the extra attention," Domotorffy said. College freshman and mentor Anne Tucker, who also works with West Philadelphia children through other University programs, said Penntoring is especially unique. Although Tucker is involved in Step One, where she tutors at Lea Elementary School, and PennPals, a less structured big sister-little sister program, she noted that Penntoring is "a nice blend of the two." The program already has 20 student-mentor pairs -- an increase from the 15 pairs that participated last semester. "We probably won't expand too much more, because of space restraints," Domotorffy said. "We've pretty much hit all the foster kids in the area." Tucker said Penntoring needs to become more organized before it can expand. Communication between the mentors and foster children is difficult and sometimes creates problems, she added. Engineering and College senior Kathleen Feehery, a mentor who is also involved in Step One, cited the kids' excitement as a difference between the two programs. "Foster children really need constant attention," Feehery said. "They really enjoy the program and warm up to the University." Feehery added that she and the nine-year-old boy who she has mentored since last semester have developed a good, trusting relationship. According to Grossman, the University's various tutoring and mentoring programs have different focuses, but their consistent success allows new ones to continuously develop. For instance, College junior Kendra Olson piloted the University City High School Mentor Program last semester. Olson's unstructured program consists of tutors who meet with high school students one-on-one for academic assistance and future planning. Unlike Penntoring, University City High School Mentor Program tutors can set up individual schedules with their partners since they do no group work. "Penntoring is different because it incorporates group activities," Domotorffy explained. "The volunteers are dedicated and the success of the program is largely due to them," she added.