EDGE Collective

What is the EDGE Collective?

The EDGE Collective empowers students to achieve academic and personal success. Rooted in intentional practices that stress leadership, personal strengths, culture and belonging, the program equips students with the skills that will allow them to thrive — not only on �鶹Լ��’s campus, but beyond. �鶹Լ�� faculty, staff and peer mentors provide students ongoing, one-on-one assistance at each stage of the EDGE experience.

What are the goals?

Develop effective teamwork and leadership skills
Understand and apply basic resource management and planning concepts
Strengthen personal responsibility and adaptability
Cultivate a sense of belonging and community engagement

The EDGE Collective is divided into three parts:
- Part I involves taking a one-credit course conducted prior to Welcome Week. EDGE students are able to move into residence halls early. During the semester, additional meetings and one-on-one appointments with Student Success Center (SSC) staff are required.
- Part II is a one-credit fall semester course that involves continued academic support and activities with faculty, EDGE mentors and SSC staff.
- Part III is a one-credit spring semester course that involves continued academic support and activities with faculty, EDGE mentors and SSC staff along with guidance for the next academic term.
Selection for EDGE is determined by the Office of Admission and the Student Success Center in consultation with other University personnel. If you apply to �鶹Լ�� and are found eligible to be a part of the EDGE Program, you will receive notification from the Office of Admission.
EDGE Mentors
In addition to dedicated faculty and professional staff, �鶹Լ��’s EDGE Collective is supported by the work of its enthusiastic peer mentors. Mentors help students develop good study habits, discover effective time management skills and make connections on campus. Current EDGE mentors were all students in the program before transitioning to their roles as mentors. They are passionate about paying it forward to help students nurture their academic and personal success.
Ameena Harris
Nickname: Meena
Email: ameharris@millikin.edu
Major: Double Major Political Science and Criminal Justice
Involvement: Black Student Union President, Kappa Zeta Chapter of Delta Sigma Theta Sorority Inc. Vice President, Member of Pi Sigma Political Science Honor Society, and Latin American Student Union
Why did you want to be a mentor? I was a part of the EDGE program as an incoming freshman at �鶹Լ��. Being able to have experienced my first week on campus surrounded by amazing mentors, and students who ended up becoming my closest friends, and having that assurance that college wouldn't be so nerve-wracking really helped make my freshman year great. Being given the opportunity to give this experience to another group of incoming freshmen is amazing to me. I wanted to become an EDGE mentor so I could provide the same experience to others. While also helping break the stigma and stereotypes around being in EDGE and showing students how vital and beneficial this program is!
Ashleigh Johnson-Jones
Email: ajohnsonjones@millikin.edu
Major: BA Elementary Education & Special Education Endorsement
Involvement: Black Student Union Executive Board (Service Chair), InterVarsity (Social and Service Team Leader), Kappa Zeta Chapter of Delta Sigma Theta Sorority Inc. (Sergeant at Arms), Writing Center Tutor
Why did you want to be a mentor? EDGE was a wonderful opportunity for me to become more acclimated with my campus, professors, and classmates. The program helped me to create a home away from home where I was surrounded by a community of students, staff, and mentors who all wanted me to thrive. I chose to be an EDGE mentor to create the same environment for another student.
Jallah Kollie
Email: jkollie@millikin.edu
Major: Computer Science Major, Math Minor
Involvement: VP of InterVarsity, �鶹Լ�� University Performance Consulting, BSU, ASO, EDGE Mentor
Why did you want to be a mentor? Being an EDGE Mentor has given me the opportunity to help nurture and give back to incoming first year students by being a positive role model in and out of the classroom, the same as others did for me. I look forward to seeing you guys this fall!!
Emmanuel Nwatu
Nickname: E-Man
Email: enwatu@millikin.edu
Major: Double Major in Criminal Justice and Sociology
Involvement: Black Student Union, Latin American Student Organization, African Student Organization. As well as Gary’s best friend:)
Why did you want to be a mentor? Becoming a mentor seemed like a wonderful opportunity to enhance not only my resume but also my interpersonal skills and ability to connect with others on a deeper level. I look forward to being a vital resource for our First-year students.
Keishon Tinon
Nickname: Kei
Email: ktinon@millikin.edu
Major: Sports and Recreational Management
Involvement: Alpha Phi Alpha Fraternity Inc., Black student union, Associated College of Illinois mentor as well as Spiritual Sundays bible study
Why did you want to be a mentor? I wanted to become an EDGE mentor because helping people is something I enjoy, and I felt the EDGE program allows me to help incoming first years with the tools and resources they need to succeed.
Reed Pierson
Email: rpierson@millikin.edu
Phone Number: (217)520-5522
Major:
Involvement: �鶹Լ�� Sapphires Dance Team, Alpha Chi Omega, PHC, Big Blue Ambassador
Why did you want to be a mentor? I wanted to be a mentor because I wanted to meet some of the freshmen and help them with the transition process from high school to college. I felt that I had the ability to share my knowledge and resources with incoming to help make this transition a smooth process.
Delaney Balmer
Nickname: Laney
Email: dbalmer@millikin.edu
Major: Mathematics Major, physics minor
Involvement: Works in the Math department, Honors student, Presidential Scholar, Math Tutor, EDGE Mentor
Why did you want to be a mentor? I wanted to be an EDGE mentor because college can be scary or intimidating to navigate and I wanted to be able to help other incoming students feel more comfortable and involved on campus.
Maddie Maragni
Email: mmaragni@millikin.edu
Major: Exercise Science Pre-Occupational Therapy
Involvement: Track and Field, Fellowship of Christian Athletes, Red Cross Organization Club, Aspiring Health Care Officials
Why did you want to be a mentor? I wanted to become an EDGE mentor because I have always had a heart for helping others. I know that the transition from high school to college can be extremely challenging and I want to help others feel more comfortable in their transition. I am excited to pass on the advice that I was given from people above me through my personal transition.
Miamaya Parra
Nickname: Mia
Email: mparra@millikin.edu
Major: Double major in English Writing and Psychology with a Spanish Minor
Involvement: Member of Black Student Union, President of the Latin American Student Organization, Treasurer of Kappa Zeta Chapter of Delta Sigma Theta Sorority, Incorporated.
Why did you want to be a mentor? As someone who was a part of EDGE, I understand how beneficial being an EDGE student is. Being a part of EDGE helped me acclimate to the school and provided me with the opportunity to start my time at �鶹Լ�� off on the right note. Being provided with the ability to connect with amazing mentors and meet some of my closest friends here at �鶹Լ�� was something I could say I am truly grateful for. Becoming an EDGE mentor has allowed me to give back to the program that helped me succeed here at �鶹Լ��.
Morwin Coney
Nickname: MC or Mo
Email: mconey@millikin.edu
Major: Theatre Performance & Studies
Involvement: Alpha Psi Omega (Theatre Honors Society), MUod Swings Podcast, Tour Guide for the Center for Theatre and Dance, Edge Mentor, Black Student Union, Avodah, Black and Brown Voices
Why did you want to be a mentor? I enjoy helping incoming students get the experience that I lacked during my freshman year to achieve the success they can have during their time in college. Helping them build the foundation so that they can be the best they can be and do great things after college is the goal.
Diego Rivera
Email: dgrivera@millikin.edu
Major: Vocal Music Education
Involvement: Member of One Voice and Collegiate Chorale, volunteer for InterVarsity, ILMEA Treasurer
Why did you want to be a mentor? I became an EDGE Mentor because I have only heard good things about the program and believe that it’s a great way for students to get acquainted with college life. In general, I have also been trying to seek out leadership roles and in my eyes, there is no better place to do that than the EDGE Program.
Noah Gerber
Email: ngerber@millikin.edu
Major: Vocal Music Education
Involvement: Dissonance Acapella, Sigma alpha Epsilon, Opera, Pipe Dreams Studio Theatre
Why did you want to be a mentor? I wanted to become an EDGE mentor because I learned a lot while I was in EDGE. I wanted to be a part of a program that helps benefit students in a unique way and helps acclimate students to college.
Special Advising Opportunities

After completing the EDGE summer program, students benefit from intensive advising as they begin the exciting transition into college life. During your first year, EDGE mentors and SSC staff will work with you to remove any obstacles between you and academic progress. SSC staff also organize bi-weekly study tables and follow up with you at critical times throughout the semester, including class scheduling, midterms and exams.
For more information about the �鶹Լ�� EDGE Collective, please contact the Student Success Center at StudentSuccessCenter@millikin.edu or 217.362.6424.
Goals
Develop effective teamwork and leadership skills
Understand and apply basic resource management and planning concepts
Strengthen personal responsibility and adaptability
Cultivate a sense of belonging and community engagement
Details
The EDGE Collective is divided into three parts:
Part I involves taking a one-credit course conducted prior to Welcome Week. EDGE students are able to move into residence halls early. During the semester, additional meetings and one-on-one appointments with Student Success Center (SSC) staff are required.
Part II is a one-credit fall semester course that involves continued academic support and activities with faculty, EDGE mentors and SSC staff.
Part III is a one-credit spring semester course that involves continued academic support and activities with faculty, EDGE mentors and SSC staff along with guidance for the next academic term.