What a Peer Mentor DOES:

• 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:

• 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
• 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 Blackboard for the class (and creating support discussion groups within Blackboard, or via another networking site such as FaceBook or MySpace)
• 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, Blackboard, 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