PEER MENTOR TRAININGPRESENTED BY SHANE YOUNGGRADUATE ASSISTANT IN FIRST YEAR EXPERIENCE AND LEADERSHIPNOTRE DAME COLLEGETWITTER: ShaneYoung15

WHAT/WHO IS A PEER MENTOR? • What does being a peer mentor mean to YOU?

• Washington University in St. Louis Graduate School of Arts and Sciences (n.d.) defines a peer mentor as:• “another student who can serve as a resource, a helping

hand, a sounding board, and a referral service.  The job of peer mentors is to provide support, encouragement, and information to [their] students…”

• Activity:• On your notecard, write down one trait that you believe a

peer mentor should have.

ROLES OF A MENTORA Mentor is:• A friend• A coach• A supporter• A motivator• An advocate• A role model• A listener

A Mentor is not:• A surrogate parent• Replacement of a

teacher/tutor• A psychologist• An ATM• A playmate• A social worker• A savior

Retrieved from Peer Mentor Training (2011)

WHAT DOES A PEER MENTOR DO? • Now that we know what a peer mentor is, what are some

things that a peer mentor might do? • There is virtually no limit to the number of actions a peer

mentor can take to help their students• Anything ranging from going to lunch on pretzel chicken

day at the dining hall to meeting up every morning for coffee at the Falcon Café counts

WHY DO PEER MENTORING? • It impacts the students

• Sense of belonging and support• Develop relationships and community• Contributes to academic success too

• It impacts Notre Dame College• Academic and social success lead to a culture of success

at NDC• Retention

WHY DO PEER MENTORING CONT.Here’s what some of the research on peer mentoring has to say: • Ferrari (2004)

• Improved academic performance, belief in students ability to succeed academically, and student satisfaction with academic programs

• Sosik and Godshalk (2005)• Improved interpersonal skills and psychosocial support

• Fox and Stevenson (2006)• Again, improved academic performance, social

relationships, and gain of transferable skills Adapted from Poser (2011)

A LITTLE BIT OF BACKGROUNDSchlossberg’s Transition Theory• Everyone experiences transitions throughout their life.

Students who are entering NDC as a first year are experiencing a BIG transition

• 4S Model: coping resources that can be used to get through the transition• Self• Situation• Support• Strategies

SELF• “Before one can deal with a transition, one must

understand oneself (not an ancient proverb)”• Review of the Self

• Optimist? Pessimist? Realist?• Is ambiguity acceptable? • Do you feel that there is a purpose that you are following?

• Peer Mentor Role• A large portion of your role is getting to know the students’

self

SITUATION• “The high ground is better for formulating a strategy- get

to the high ground where the view is broad”• Review of the situation

• What was the cause of this transition? • Did it just happen or did you start the transition? • Are you in a different role than you were before? • Have you faced something similar?

• Peer Mentor Role• Another way to look at “situation” is life before NDC. As a

mentor, get to know what the student did in high school and what has changed

SUPPORT• “Who you gonna call? Peer Mentors!”• Check your support inventory

• Are people understanding, emotionally, the transition being experienced?

• Is there support from multiple sources (work, friends, family, and others)?

• Is the transition effecting your support? • Peer Mentor Role

• YOU ARE THE SUPPORT• You can refer students to other resources on campus

STRATEGIES• “Here’s the plan.”• Three types of coping

• Action/Inaction• Reframing• Self-Care

• Based on the analysis of the SELF, the SITUATION, and the SUPPORT available what can I do to successfully get through this transition?

• Peer Mentor Role• Ultimately, the student is the one who needs to take action,

but you can continue to support the student in their strategies

MENTORINGMentors should:• Ask the mentee what they

would like to do during a meeting

• Listen more than talk• Play games, just hang out,

or help with homework depending on what the mentee asks for that day

• Allow the mentee to naturally bring up issues and concerns […]

• Help to build the mentee’s own confidence to be successful

Mentors should limit:• Tell the mentee what they

need to do during the […] meeting

• Give advice more than listen

• Focus on hard tasks to meet specific goals based on that the mentor things the mentee needs

• Push the mentee to talk about issues or concerns about [the mentee’s] life

• Try to “fix” the mentee’s problems

Retrieved from Peer Mentor Training (2011)

MENTORING AT NDC• Weekly Responsibilities

• We expect you to check in with your mentee at least once per week

• What does “check in” mean? • met with your mentee in person• Can be for coffee, a study night, meal, or even if you

attend an event together• Filled out and submitted the Peer Mentor Check In Form

by Sunday at 11:59 PM

MENTORING AT NDC CONT. Monthly Options:• We will have a monthly “workshop” each month

• These workshops will be based off the needs identified by you in the weekly check in form

• Topics may include career development, time management skills, or leadership opportunities.

• Mentors are more than welcome to attend!

MENTORING AT NDC CONT. Semester Options:• At the end of the semester we will host a gathering of both

mentees and mentors• Details TBD, but it is definitely happening!

QUESTIONS? Do you feel that you understand the roles and responsibilities of being a peer mentor? If not, speak up!

REFERENCESPeer Mentor Training. (2011). [PowerPoint Slides]. Retrieved from http://www.slideshare.net/mulliganr/mentor-training-9528801

Poser, Brian. (2011). Peer Mentoring 101” Standing on the Shoulders of Ordinary People. [PowerPoint Slides]. Retrieved from http://www.yorku.ca/retentn/peer_mentoring/Peer%20Mentoring%20101%20--%20Standing%20on%20the%20shoulders%20of%20ordinary%20people.ppt

What is a Peer Mentor. (n.d.). Retrieved August 8, 2015 from http://graduateschool.wustl.edu/current_students/opportunities-enhance-credentials/leadership-development/peer-mentoring