Peer Led Mentoring at
NNMC Findings and
Recommendations
INSTRUCTOR: TOBE BOTT-LYONS
STUDENT MENTORS: ESTRELLA GUTIERREZ, MARTHA TENERIO, AMBERLY
SALAZAR, AMMERA VIGIL, MIQUELLA ESPINOZA, ADRIAN INFANTE SOLIS
Introduction to peer-led mentoring

Peer-led mentoring refers to upper class students who work with students a year or so behind student
mentors to create workshops that will: benefit student academic performance, student satisfaction, student
engagement, and student persistence.

Peer-led groups will create a focus group with-in the STEM student population to gather information that
pertains to their: concerns, needs, and ideas.

Also providing: emotional support, study groups, social connections, student achievements and students
goals.

The NNMC student peer-led program began as a work-in- progress at the start of Spring 2017. We came into
this group unsure of where to begin. Through planning and shared ideas, we established a focus group within
the STEM students.

In the following slides, you will find Key ideas pertaining to:
First Year Students and Sense of belonging
Focus group findings
Attitudes towards science and chemistry
Challenges facing seniors anxiety
Career readiness workshops
First Year Students and
Sense of Belonging

Better Advisement to increase sense of belonging and student retention at NNMC
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Advisers providing more thought out academic plans for new incoming students

Annual meetings with students and their advisers

More information and availability for students regarding programs offered to
students
Student Mentors

First Year & Pre-Program Students- Advisement should help or create student
mentors who could assist advisers and students in all other academic problems that
unfold throughout their academic career at NNMC

Student mentor and student relationships can lead to more student sense of
belonging and retention at NNMC
Focus Group Findings

The purpose of the focus group was to get more information about what students
in the STEM program liked or disliked regarding their specified program.

The focus group that we held was also designed to take into consideration the
comments, thoughts, and concerns of students, in the program in order to offer
additional suggestions to contribute to making the STEM programs better for
current and future students.

What we found from conducting the focus group was how happy the students
were about their programs. They were well satisfied with the current programs
and had little suggestions on how to improve it, because they all enjoyed their
programs. This was very good to find out, because it shows that the program is
working well.
Cont. Focus Group Findings

Student’s seemed content with the STEM programs at Northern over all. Students
did express concerns about not having all or enough courses offered for their
program which had lead them to feel like they were wasting time and money and
felt uncared for by the college.

Students suggested that more courses be offered for their program, as well as
workshops to be offered that would help them with creating resumes, cover
letters, and GRE prep.

Another suggestion that the students made was having chemistry tutors with
better tutoring hours, because the majority of the students had jobs that wouldn’t
allow them to make it to meet with the tutors currently available for chemistry.
Attitudes Towards Science



My senior project this semester was about attitudes towards science. What I
learned from conducting my research was that positive attitudes towards science
led to the possibility of students being interested in pursuing a STEM degree.
What I also found from my research was that there were students who either were
interested in STEM but did not know much about it and wanted more
information, as well as other students who did not know anything about STEM.
The information that came from my research I feel is valuable to Northern New
Mexico College, because since there was students who were interested in STEM,
but knew very little and other students who had no idea what STEM was, if
Northern did more to inform students about STEM it would be quite likely that
more students would join the program and pursue a STEM degree.
Anxiety and Depression: Senior Year
(Marathon, not a sprint)

At this point in a students life, all the student can think about is the
countdown to when school is about to be over.
 Concerns are brought up, as the student worries that if they don’t
pass certain courses their life will be ruined.
 How can one help?
 Easy access to any source of education that the student might need.
 Students activities: BBQ, Volleyball tournament, Chess Tourney,
Senior Day.
 Workshops for seniors ensuring that college is a Marathon, not a
sprint.
What can Staff do to help the Anxious
Senior?

Advisors taking any opportunity they can to get rid of any doubts,
when it comes to graduation.

Advisors making sure that there is no mistake when it comes to the
amount of classes they will need the last couple of semesters and
exactly what classes should be offered that semester.

Clear and concrete statements when it comes to what classes the
student needs to take in order to receive their perspective degree in
the most productive way.

And remember, it’s a marathon, not a sprint.
Upper Division Students Stressors

Course offerings

Graduation plans

Advisor/Advising Stability

Update Degree Plan every end of semester

Students not knowing what to do what their degree (options
knowing what to do with their major degree offers.)
Workshops
Career Preparation

Offered 2-3 times a semester
 Required of seniors to go to one workshop
 Covering topics such as leadership, work ethic, self-confidence and constructive
criticism
 Soft and essential skills
 Career exploration in the persons degree program

Resume and Cover Letter , Do’s & Don'ts
Understanding the process of networking
Interview tips

Resources for job postings

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Graduate School
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Offer a workshop 2-3 times a semester former and current students may attend

Cost: How will I pay for school?

The Application Procedure

Post-Graduate School Employment: Where do graduates of the program typically
find work

The benefits of graduate school

Workload and lifestyle in graduate school

Visit the campus of your choice

GRE and other grad school examinations needed
Ready for the next step