Thinking about being a Peer Mentor? This information can help you decide if its right for you...
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What is the LSIC Peer Mentor Program?
How do students get to be mentors?
Why do students choose to be mentors?
Are there requirements students must meet to be Peer Mentors?
How do faculty choose a Peer Mentor?
Can I mentor in a different LSIC than the one I took as a new student?
Why do students like having Peer Mentors?
What do faculty say about having Peer Mentors?
What advice do former Peer Mentors have for me as I work with my LSIC students?
What advice do former Peer Mentors have for me as I work with my LSIC instructor?
Do Peer Mentors register for the LSIC they're working with?
What if students can't register for LS 205 or LS 305?
How many hours a week do Peer Mentors work?
What do Peer Mentors receive for compensation?
Can students serve as Peer Mentors more than once?
What is the LSIC Peer Mentor Program?
How do students get to be mentors?
Students can apply to be mentors in 1 of 3 ways:
1. A LSIC instructor identifies the student as a good match for them and their LSIC and encourages the student to apply.
2. The student identifies a particular LSIC class or instructor and approaches them to see if the instructor would like them to serve as their Peer Mentor.
3. The student expresses interest in the Peer Mentor program to the Program Coordinator, who contacts the LSIC faculty that don't already have a Peer Mentor and asks them to consider working with the interested student.
Why do students choose to be mentors?
Quotes from Fall 2008 Peer Mentors:
| I wanted to give back! There have been many people along the way that have helped me get through the college experience, so I wanted to be there for others! |
| I had had my instructor for my LSIC class and felt that not only would it be a great experience to work with him but a great experience altogether. |
| Because I love working w/ my peers (younger people, mainly); I want to teach w/ AmericCorps; I want to help w/ retention @ UNC Asheville—and tell/impress upon others why it is such an important place to be. |
| I had been a Summit Leader and loved working with the new students. I loved seeing them grow over the semester and wanted to be more a part of that process. It was also a chance to better know a professor I wanted as a possible career reference/mentor. |
| I was asked by my professor who I deeply respect, and looked forward to being able to share another semester with him. I also looked forward to helping students access information I’d accessed over my time. |
| To help students learn about UNC Asheville. To share what I’ve learned and how I’ve grown from my success and mistakes as a student here. To learn about how professors plan, teach, and guide classes and advise students. |
| I chose to be a peer mentor because my peer mentor for my class was really open and welcoming. It was reassuring to know that my peer mentor was there for me, and I had heard from other different experiences. Basically, I wanted to share with incoming freshmen a sense of involvement and reassurance that their presence is valued. |
| I was offered the position and I thought it might further my studies w/in my major field of study. |
Are there requirements students must meet to be Peer Mentors?
There are no set requirements students must meet to apply as Peer Mentors. However, student who participate in this program should be in good academic standing (GPA over a 2.0), should have been on campus at least 2 semesters, and should be involved in academic or campus activities outside the classroom.
To participate in the Peer Mentor program, students must be assigned to a particular LSIC instructor (see "how do students get to be mentors") and must register for LS 205: Peer Mentoring or LS 305: Leadership in Peer Mentoring.
How do faculty choose a Peer Mentor?
In selecting a Peer Mentor, instructors should carefully consider their needs. Do they want an outgoing student who can actively help lead class discussions? Do they want a student who is active in campus activities and organizations? Do they want a student they have taught in class or someone they know through departmental activities? Do they want a Peer Mentor who knows something about the subject of the LSIC or someone who can learn alongside the students?
It is very important that instructors take the way their Peer Mentor will interact with them and the LSIC students into account when selecting a Peer Mentor.
Can I mentor in a different LSIC than the one I took as a new student?
You are welcome to Peer Mentor in an LSIC that is different then the one you took. It will be up to you and your LSIC instructor to decide how in-depth your understanding of the LSIC topic should be.
Why do students like having Peer Mentors?
Students report that they like having a Peer Mentor for many reasons. In general, their responses fall into three categories:
1. They like having someone closer to their own age that they can go to with questions or problems. For many students, going to a peer in much less intimidating than approaching a faculty member, especially for new freshmen.
2. They like hearing suggestions, ideas, and recommendations for everything from how to set up a schedule to how to study to what to do downtown from a peer. They often find it easier to "believe" a peer than a faculty or staff person because their peer is speaking from personal experience.
3. They appreciate being able to develop a supportive relationship with a peer without having to actively seek it out, which can be very daunting for students.
What do faculty say about having Peer Mentors?
LSIC instructors report that Peer Mentors are helpful in several ways:
1. Mentors can helpful develop new and creative teaching activities and assignments that appeal to students and get them excited about learning.
2. Mentors lend a second level of contact and support for students. They can talk with students to help them sort out issues before the students go to the faculty member, and they are often available for students when faculty are not (night, weekends, etc).
3. Peer Mentors can help lend a sense of continuity to the class by leading classes when faculty members have to miss classes for conferences, illness, etc.
4. Mentors help instructors remember their experiences as students, which in turn helps us be better teachers.
What advice do former Peer Mentors have for me as I work with my LSIC students?
Quotes from the Fall 2008 Peer Mentors:
| Get to know a little about each of them in the beginning, but also give those who seem uninterested time to come around. |
| Be as close to them as possible and very approachable. Tell them what your job is and remind them you’re there just for them at least once a week. Have fund with them. |
| They’re really the same age! Don’t treat them like kids, treat them like new friends. It’s important to reach out and be willing to be an ear. |
| Let them know that their college career will not be perfect (no matter where they attend), but that they must learn from both their successes and their mistakes. Share with them the good and bad experiences you’ve had as an undergrad at UNCA. They need to know you’re still a student, you’re still learning too. |
| They are students just like you; don’t feel intimidated, even if they are older than you. |
| Stress to them that you are there for them and that you were just like them not too long ago. Also, to be very clear about your availability and how you can help them throughout the semester. |
| Always stay positive-be there to help, but also make sure you keep managing your own time as well and continue following the techniques you are teaching them! Set the example! |
| The best you can do is be there for your students. They may never need you but knowing you’re there can be a big help. |
What advice do former Peer Mentors have for me as I work with my LSIC instructor?
Quotes from Fall 2008 Peer Mentors:
| Be open and ask lots of questions |
| Ask for a few moments at the end of a class to talk to the students or ask the instructor for some involvement in the lectures so that the students know that you know this material too! |
| Don’t be intimidated by your instructor and try to find out their personalities. |
| Be open from the beginning about your expectations of one another. |
| Communicate. Don’t be afraid to make suggestions about the class/students. Don’t be afraid to disagree, as long as you keep it constructive! |
| Be honest and take the initiative to mold your own experience if you have any ideas to share with them! |
| Be comfortable with them and don’t be shy or feel like you’re overstepping your bounds by suggesting some changes or new things. |
| Communication is key! Make sure you know your syllabus so that you are all on the same page. |
| Instructors cannot read your mind. If you want or need something, it’s your responsibility to tell them. Ask them to help you meet your goals as a mentor. |
Do Peer Mentors register for the LSIC they're working with?
No. Peer Mentors have already taken their LSIC, and students cannot get credit for more than 1 LSIC course. In addition, Peer Mentors would have to confront some difficult ethical questions if they were receiving academic credit for a course in which were also helping other students edit papers, study for exams, and design projects.
Yes. First-time Mentors register for LS 205 in the semester they are serving as Peer Mentors. This course teaches them the fundamentals of peer leadership, important information about campus resources, academic policies, and academic success skills, and scholarly information about the college student experience. Experienced Peer Mentors register for LS 305, which allows them to further develop their skills in peer mentoring and leadership and developing strong relationships with faculty and students.
What if students can't register for LS 205 or LS 305?
The Program Coordinator will, to the furthest extent possible, accommodate students who can't register for LS 205 or 305 due to extenuating circumstances (time conflict, etc). Students who cannot register for LS 205 or 305 and are still allowed to participate in the program will still undergo training and academic work, usually through an independent study or other alternate arrangements with the Coordinator.
How many hours a week do Peer Mentors work?
Peer Mentors should be able to devote about 7-9 hours/week to the experience. While the exact amount of time needed will depend on your agreement with your LSIC faculty, Mentors should plan to spend (on average): 3 hrs/week in their LSIC, 2hrs/week in LS 205 or 305, 1-2 hrs/week staying on top of the academic work in the LSIC course, and 1-2 hrs/week talking with students outside of class/planning extra-curricular activities/meeting with their LSIC instructor, etc. Some Peer Mentors spend much more time than this, but 7-9 hours/weeks is a good starting point.
What do Peer Mentors receive for compensation?
Peer Mentors receive a $350 stipend at the end of their experience, provided that they satisfactorily meet their LSIC instructor's expectations. In addition, they receive copies of the LSIC textbooks for use during the semester, and complimentary copies of the Summer Reading book if they are mentoring in a 179 course.
Can students serve as Peer Mentors more than once?
Yes! Students who are serving as Peer Mentors a second (or third) time register for LS 305. A mentor's second experience can be with the same instructor as their first, or they can work with a different instructor.