PEER MENTOR GUIDELINES

Multidisciplinary SMET Learning Community Project

 

Fall 2000

 

 

Mentoring has been conceptualized in diverse ways, depending on the mentor’s purpose, relationship with mentees or protégés, and field of interest.  From Jacobi’s (1991) synthesis of  definitions, the following components, and how they might be operationalized within our academic learning communities, may be applied to the mentors in this project:

1. “Mentoring relationships are helping relationships usually focused on achievement.  The primary dynamic of the mentoring relationship is the assistance and support provided to the protégé by the mentor.  This support can take many forms but is always intended to help the protégé succeed in school or work..”

  • The primary goals of the peer mentor are to help increase student motivation, sense of self-efficacy and confidence, success in coursework, and retention of students in their field of interest. Office hours and/or lab time where students are required to interact personally with the mentor is important.

2.      “Whereas the specific functions provided to protégé by mentors vary, mentoring includes any or all of three broad components: a) emotional and psychological support, b) direct assistance with [coursework], and c) role modeling

  • Mentors will provide opportunities for mentees, either individually or in small groups, to discuss issues that are difficult for them as students taking technical courses.  Although these topics will revolve around academic issues, such as coursework, study habits and time management, opportunities will be provided to share and help resolve emotional and psychological aspects, such as fear of failure, handling crises, being overwhelmed, etc.

  • Mentors may help with coursework and projects, as the instructor requires.  Also, mentors should schedule lab/office hours that students should be required to attend

  • Mentors will demonstrate problem-solving skills, enthusiasm, and leadership as students who are majoring in (or interested in) the field for which they are mentoring.

 3.      “Mentoring relationships are reciprocal relationships.  The mentor as well as the protégé derives benefit from the relationship, and these benefits may be either emotional or tangible in nature.

  • Mentors will receive course credit and/or payment as tangible benefits.

  • Mentors will benefit from course immersion, including a collaborative relationship with the instructor, as well as teaching/tutoring opportunities.

  • Mentors will receive training and experience in mentor topics, including:

ˇ        Communication skills

ˇ        Problem-solving; goal-setting

ˇ        Time management

ˇ        Campus resources

ˇ        Learning styles

ˇ        Academic planning

ˇ        Group dynamics

ˇ        Learning communities

  • Mentors should experience positive psychological benefits, such as increased self-esteem and sense of efficacy as a leader and role model.

  • Protégés  should receive not only specific academic help, but support, guidance, and valuable information about being a successful student (see list above), including encouragement in pursuing technical courses.

  • Protégés should experience a sense of community and support from meeting in small groups or during lab time with peer mentors and other learning community students.

  • Protégés  should be required to conform to some structured plan of interacting with mentors, and to increase motivation and compliance, should receive some compensation, such as a series of bonus points, etc., toward final grade.

4.      “Mentoring relationships are personal, requiring direct interaction between the mentor and protégé.”

 

  • Mentors should recognize that a proactive approach is valuable, especially with students who might be anxious about the course, and in addition to required meeting times, should work toward establishing a personal relationship with each student.

  • Direct interaction can include in-class interaction, office hours, lab time, or small group meetings, or some combination (see below).

5.      “Relative to their protégé, mentors show greater experience, influence, and achievement within a particular . . . environment.”

 

  • The role-model aspect of mentoring is important.  In addition to being older and/or advanced students who have succeeded in technical courses or fields, mentors will be trained both in the course topic (if needed) and in general aspects of mentoring.

Jacobi, M. (1991).  Mentoring and undergraduate academic success:  A literature review.  Review of Educational Research, 61, 505-532.

Examples of meeting formats:

Small group discussions   A useful approach is to have mentors meet with small groups of students (4-5) on a regular basis (once every 3-4 weeks) to discuss an identified topic. Freshmen often go through a predictable sequence of challenges during their first semester, and topics could follow this sequence.  Question prompts should be ready to encourage participation.  The goal is to focus on self-reflection and realistic self-assessment about academic challenges and the challenges of being a new student, but emotional and psychological challenges are inevitably intertwined.  This format can provide a forum for peer support as well as mentor guidance and role-modeling.  Some examples: 

1)      What has been most surprising, academically, about this course?  About college? 

2)      How are you (were you) handling assignments and first round of exams? How do you handle feeling overwhelmed?

3)      How do you deal with failure, or poor performance?

4)      How will you handle final weeks of semester, including exams, in order to ensure a successful semester?

Layered over this type of agenda might be questions that are course specific, or that address the experiences of students pursuing technical fields.

Labs.  One hour per week where mentors can explain course assignments, concepts, offer tutoring help, etc., depending on instructor preferences  Labs offer consistent input from a supportive source, and an opportunity to apply knowledge. Group collaboration and interaction can be encouraged.  Other options for lab time might include “Know & Not” Sessions  ( Lisa Harlow, http://www.uri.edu/artsci/wms/connect/esse.htm) or small group problem-solving workshops using material from class.

Office Hours:  Regular or as-needed meetings with mentor may be required or optional, depending on other course arrangements.  These provide opportunity for confidential conversations, tutoring, etc.  Mentors should be proactive in identifying students who might benefit from one-to-one contact.