serves as a role model, guide, coach, encourager, and information resource about the college system (terminology, processes, etc.)
facilitates connection/communication among students, as well as in-class activities, and problem-solving / decision- making by students
guides students in deepening their understanding of course concepts, assignments, policies, and activities demonstrates “real-life” application of course concepts via sharing of their own experiences in a positive way
refers students as appropriate to on-campus resources, including counseling, tutoring, advising, and financial aid; and co-curricular programs, clubs, and events
serves as a liaison between instructor and students
What a Peer Mentor is NOT:
a teaching assistant, teacher’s aide, or grader
an enrolled student in the class (a peer to the students)
The Peer Mentor MAY:
create regular “office hours” during the week when he or she will be available for drop-in or appointment
facilitate in-class small-group activities
text or email students and respond to their emails regarding individual concerns or upcoming events
during class, offer insight and examples related to the lesson, based on the Peer Mentor’s own college experiences
be a “guest lecturer”: prepare a College Success topic to present/teach on a designated day (only one such lesson is recommended for the Peer Mentor to teach during the semester)
assist students in using Canvas for the class (and creating support discussion groups within Canvas, or via another networking site such as Facebook—best for Peer Mentors to create a new, non-personal FB account)
meet briefly with students after class to notify them if they are missing assignments
assist students in doing class assignments, so long as they serve only as a guide
play selected music and YouTube videos to complement class objectives
make announcements in class about upcoming events, scholarship opportunities, etc.
independently conduct a One-Minute Assessment at the end of each class period, and follow up at the beginning of the next class period with compiled results
contact students via email, text, phone, Canvas, or other media to address class-progress issues
with explicit permission of the students, read Journal entries and respond in writing, to learn more about the students, offer suggestions (within the boundaries of a paraprofessional role), and give encouragement
facilitate an interactive Mid-Term Evaluation session with the students and work with the instructor to use the feedback to shape the remainder of the lessons
with guidance from the instructor, design materials to reinforce student learning in or out of the classroom
take students on tours of the campus to show them how to utilize college resources
initiate other activities (not mentioned here) that contribute actively to the college adjustment, learning, and success of the students, within ethical boundaries and the limits of a paraprofessional role
Peer Mentors and Instructors SHOULD:
before the semester starts (and before the syllabus is finalized), meet in person at least once to discuss the Peer Mentor’s involvement
meet regularly each week (approximately 20 minutes) to discuss the lesson plan for the following class session, identify what the Peer Mentor’s role/responsibility will be for that day, and follow up on any immediate student issues
model effective and positive team-work for the students
(highly recommended) create a student assignment, for a large number of points, that requires mentees to meet one-on-one with their Peer Mentor, followed by a short reflection paper. Focus of the meeting can be a simple questionnaire related to learning styles, test preparation, time management, note taking & review, materials organization, in-class participation, use of campus resources, or personal/academic/career goals.