Peer Mentors:
An Essential Component of
Successful Transition Programs
Jennifer Layton McCluskey, Ph.D.
Director of Retention Initiatives
Maryville University of Saint Louis
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
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
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
Utilizing Peer Mentors

Student Transition, Advising, & Registration (S.T.A.R.)




Academic Success Center


Peer Tutor program
New Student Orientation




Advising sessions during spring and summer
By school/major
Student leadership team
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
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
Peers in Academic Success Center
 Nominations
 Faculty
for Peer Tutors
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
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
Peers in Freshman Seminar Course

New Student Orientation Team Leaders


Pairing with faculty




Orientation Team Training
3 hour training specifically for INTD101 Peer Mentors
Meet bi-weekly throughout semester
Class presentations



Connect based on varied interests/schools
Training


If selected for Orientation, eligible to apply for Freshman
Seminar Peer Mentor
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
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
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
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
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
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
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
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
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

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)

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)
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.
Feel free to contact me…
Dr. Jennifer L. McCluskey
Director of Retention Initiatives
Maryville University of Saint Louis
E-mail: [email protected]
Telephone: 314 - 529 - 9561