Peer Mentors:

1. Peer Mentors: An Essential Component of Successful Transition Programs Jennifer Layton McCluskey, Ph.D. Director of Retention Initiatives Maryville University of Saint Louis

2. Maryville University of Saint Louis • Private, four-year institution • Located in 20 minutes west of downtown St. Louis • 3,100 students (1,500 undergraduate; 500 graduate; 1,100 Weekend & Evening students) • 500 residential students • Schools of Business; Education; Health Professions; Liberal Arts & Professional Programs

3. Overview of the Session • What is a Peer Mentor program? • Reasons to implement or support implementation of a Peer Mentor program • Strategies on how to implement a Peer Mentor program • Discussion: Your experience with Peer Mentor programs at other institutions

4. PEER MENTOR: General Definition • Provides ongoing support for new students entering a new environment or experience. • Encourages student success in the collegiate environment. • Other terms used at other colleges… • Peer Educator • Peer Tutor • Peer Assistant • Peer Leader • Peer Advisor

5. Utilizing Peer Mentors • Student Transition, Advising, & Registration (S.T.A.R.) • Advising sessions during spring and summer • By school/major • Student leadership team • Academic Success Center • Peer Tutor program • New Student Orientation • Weekend prior to classes beginning • Optional • 2 student leaders per 20 students • Freshman Seminar • Required, 3-credit course • Taught by full-time faculty (70%) and staff (30%) • Orientation Team member • Ongoing support during first semester

6. Peers in Academic Advising (S.T.A.R.) • Identify outstanding students in each school • Faculty nominations • Students with work study • Training • Educate students on course options and degree requirements • Refrain from subjective comments re: faculty • Assist primarily with scheduling, not advising • 4 S.T.A.R. programs held in the spring and summer for fall registration • Faculty assistance • 1:1 advising still occurred with a faculty member • Request ideas for enhancements for future

7. Peers in Academic Success Center • Nominations for Peer Tutors • Faculty only • Selection process • Application and interview • Training • Ongoing training on learning styles, etc. • Required to read Students Helping Students • Tutors are paid; Service is free • All subject areas

8. Peers in New Student Orientation • Nominations • Faculty, Staff, Student Organizations • Selection process • Application process, One on one interview, group interview • Training • 5 Day Training divided between spring and fall • Weekend program held immediately prior to fall semester • Link returning students with new students (freshmen and transfer) • Request ideas for enhancements for future

9. Peers in Freshman Seminar Course • New Student Orientation Team Leaders • If selected for Orientation, eligible to apply for Freshman Seminar Peer Mentor • Pairing with faculty • Connect based on varied interests/schools • Training • Orientation Team Training • 3 hour training specifically for INTD101 Peer Mentors • Meet bi-weekly throughout semester • Class presentations • Academic integrity • Alcohol and drug use/abuse • Clarifying roles • Year one: Peer mentors were not utilized to their full potential • Year two: Peer mentors are active facilitators in the classroom

10. Requirements to be a Peer Mentor in Freshman Seminar • Be a full-time student at Maryville University • Have at least a 2.50 cumulative G.P.A. • Be in good academic, financial and disciplinary standing • Ability and desire to work in a team environment • Strong communication and interpersonal skills • Desire to serve as a resource for a diverse group of new students and their families • Have a passion for Maryville University

11. Peer Mentor Training for Freshman Seminar • Co-presented by Dean of the School of Education & Director of Retention Initiatives • Role clarification • Case studies • Seasoned peer mentors • Shared difficult and rewarding moments • Peer mentor developed Power Point for others to facilitate in their class • Empower them to bring ideas forward

12. Expectations of Peer Mentors in Freshman Seminar • Assist in syllabus development • Presenter and facilitator of discussion • Role model both in and out of class • Identify upcoming programs for students to attend • Attend all Freshman Seminar classes • Facilitate various sessions in Freshman Seminar, including Academic Integrity • Attend a spring and fall training • Weekly meetings with faculty member • Bi-weekly reflections of the class • Bi-weekly meetings with all peer mentors

13. Benefits to Peer Mentors • Enhance facilitation and leadership skills • Make a difference for someone • Gain pride in self, in the program, in the institution • Earn 0-3 credit hours • Active involvement • Gain a valuable connection with a faculty member • Active change agent for improving programs

14. Improve Student Satisfaction of Transition Programs • Gain student input from beginning to end • Respond to concerns/complaints in a timely and consistent manner • Explain the ‘whys’ of a program to students • Allow students to be active participants during creation and implementation stages

15. Results We Have Seen • Increased retention rate in freshman seminar courses with a peer mentor • Greater respect for faculty and programs following their experience (e.g., advising, freshman sem.) • Faculty/Student relationships developed • Higher level of student involvement by new students – peer mentors personally invite them to participate • Increased student satisfaction from both peer mentors and new students • Greater sense of pride in programs and institution

16. Strategies: How to Begin • Program • Select a program that is already established, strong, stable (e.g., new student orientation) • Select a program that would be enhanced by including additional student input and participation • Select a program that provides benefit to the students in transition, the ‘peer mentor’, and the institution

17. Strategies: How to Begin • Buy-In • Faculty • If the program includes faculty, provide them with the opportunity to opt in or out • Attend a faculty meeting to explain the process and program • Encourage nominations from the faculty • Staff • Attend a student life staff meeting to explain the process and program • Seek out nominations from front-line staff members • Students • Illustrate the benefits to students to encourage participation • Less is more: be very selective

18. Strategies: How to Begin • Successful Implementation • Faculty have option to participate in the program • Coordinator must be an active participant in the creating, implementing, and enhancing (e.g., freshman seminar faculty) • Select only the best of the best • Research other schools who have Peer Mentor programs • University of Notre Dame; Swarthmore College; University of California, Davis; University of Central Florida; University of Southern Maine; Franklin Pierce College (NACADA Monograph Series #13) • Delta College; Elizabethtown College; Mt. Hood Community College; Long Island University; MA College of Pharmacy & Health Sciences (Internet Sites)

19. From Students Helping Students • “The peer educator role is a valuable experience for most college students. For some it will last a year or two, for others it will chart new career objectives and lifelong personal change.” (p. 1, Ender, S. & Newton, F., 2000)

20. Helpful Resources… • Ender, S. & Newton, F. (2000). Students Helping Students. Jossey-Bass: San Francisco. • Koring, H., & Campbell, S. (Eds., 2005). Peer Advising: Intentional Connections to Support Student Learning. NACADA Monograph Series #13. • Hamid, S. (Ed.) (2001). Peer Leadership: A Primer on Program Essentials. NRC Monograph Series #32.

21. Feel free to contact me… Dr. Jennifer L. McCluskey Director of Retention Initiatives Maryville University of Saint Louis E-mail: jmccluskey@maryville.edu Telephone: 314 - 529 - 9561