This document provides an overview of peer mentor training presented by Shane Young. It defines a peer mentor as another student who can serve as a resource, support, and referral for other students. The roles of a mentor are discussed, including being a friend, coach, supporter, and role model. A peer mentor's responsibilities include weekly check-ins with mentees, attending monthly workshops, and participating in end-of-semester gatherings. The training covers strategies for effective mentoring, such as listening to mentees and allowing them to bring up their own issues and concerns.

1. PEER
MENTOR
TRAINING
PRESENTED BY SHANE YOUNG
GRADUATE ASSISTANT IN FIRST YEAR EXPERIENCE AND LEADERSHIP
NOTRE DAME COLLEGE
TWITTER: ShaneYoung15

2. WHAT/WHO IS A PEER
MENTOR?
• What does being a peer mentor mean to YOU?
• Washington University in St. Louis Graduate School of
Arts and Sciences (n.d.) defines a peer mentor as:
• “another student who can serve as a resource, a helping
hand, a sounding board, and a referral service. The job of
peer mentors is to provide support, encouragement, and
information to [their] students…”
• Activity:
• On your notecard, write down one trait that you believe a
peer mentor should have.

3. ROLES OF A MENTOR
A Mentor is:
• A friend
• A coach
• A supporter
• A motivator
• An advocate
• A role model
• A listener
A Mentor is not:
• A surrogate
parent
• Replacement of
a teacher/tutor
• A psychologist
• An ATM
• A playmate
• A social worker
• A savior
Retrieved from Peer Mentor Training (2011)

4. WHAT DOES A PEER
MENTOR DO?
• Now that we know what a peer mentor is, what are some
things that a peer mentor might do?
• There is virtually no limit to the number of actions a peer
mentor can take to help their students
• Anything ranging from going to lunch on pretzel chicken
day at the dining hall to meeting up every morning for
coffee at the Falcon Café counts

5. WHY DO PEER
MENTORING?
• It impacts the students
• Sense of belonging and support
• Develop relationships and community
• Contributes to academic success too
• It impacts Notre Dame College
• Academic and social success lead to a culture of success
at NDC
• Retention

6. WHY DO PEER
MENTORING CONT.
Here’s what some of the research on peer mentoring has to
say:
• Ferrari (2004)
• Improved academic performance, belief in students ability
to succeed academically, and student satisfaction with
academic programs
• Sosik and Godshalk (2005)
• Improved interpersonal skills and psychosocial support
• Fox and Stevenson (2006)
• Again, improved academic performance, social
relationships, and gain of transferable skills
Adapted from Poser (2011)

7. A LITTLE BIT OF
BACKGROUND
Schlossberg’s Transition Theory
• Everyone experiences transitions throughout their life.
Students who are entering NDC as a first year are
experiencing a BIG transition
• 4S Model: coping resources that can be used to get
through the transition
• Self
• Situation
• Support
• Strategies

8. SELF
• “Before one can deal with a transition, one must
understand oneself (not an ancient proverb)”
• Review of the Self
• Optimist? Pessimist? Realist?
• Is ambiguity acceptable?
• Do you feel that there is a purpose that you are following?
• Peer Mentor Role
• A large portion of your role is getting to know the students’
self

9. SITUATION
• “The high ground is better for formulating a strategy- get
to the high ground where the view is broad”
• Review of the situation
• What was the cause of this transition?
• Did it just happen or did you start the transition?
• Are you in a different role than you were before?
• Have you faced something similar?
• Peer Mentor Role
• Another way to look at “situation” is life before NDC. As a
mentor, get to know what the student did in high school
and what has changed

10. SUPPORT
• “Who you gonna call? Peer Mentors!”
• Check your support inventory
• Are people understanding, emotionally, the transition being
experienced?
• Is there support from multiple sources (work, friends,
family, and others)?
• Is the transition effecting your support?
• Peer Mentor Role
• YOU ARE THE SUPPORT
• You can refer students to other resources on campus

11. STRATEGIES
• “Here’s the plan.”
• Three types of coping
• Action/Inaction
• Reframing
• Self-Care
• Based on the analysis of the SELF, the SITUATION, and
the SUPPORT available what can I do to successfully get
through this transition?
• Peer Mentor Role
• Ultimately, the student is the one who needs to take action,
but you can continue to support the student in their
strategies

12. MENTORING
Mentors should:
• Ask the mentee what they
would like to do during a
meeting
• Listen more than talk
• Play games, just hang out,
or help with homework
depending on what the
mentee asks for that day
• Allow the mentee to
naturally bring up issues
and concerns […]
• Help to build the mentee’s
own confidence to be
successful
Mentors should limit:
• Tell the mentee what they
need to do during the […]
meeting
• Give advice more than
listen
• Focus on hard tasks to
meet specific goals based
on that the mentor things
the mentee needs
• Push the mentee to talk
about issues or concerns
about [the mentee’s] life
• Try to “fix” the mentee’s
problems
Retrieved from Peer Mentor Training (2011)

13. MENTORING AT NDC
• Weekly Responsibilities
• We expect you to check in with your mentee at least once
per week
• What does “check in” mean?
• met with your mentee in person
• Can be for coffee, a study night, meal, or even if you
attend an event together
• Filled out and submitted the Peer Mentor Check In Form
by Sunday at 11:59 PM

14. MENTORING AT NDC
CONT.
Monthly Options:
• We will have a monthly “workshop” each month
• These workshops will be based off the needs identified by
you in the weekly check in form
• Topics may include career development, time management
skills, or leadership opportunities.
• Mentors are more than welcome to attend!

15. MENTORING AT NDC
CONT.
Semester Options:
• At the end of the semester we will host a gathering of both
mentees and mentors
• Details TBD, but it is definitely happening!

16. QUESTIONS?
Do you feel that you understand the roles and
responsibilities of being a peer mentor? If not, speak up!

17. REFERENCES
Peer Mentor Training. (2011). [PowerPoint Slides]. Retrieved from
http://www.slideshare.net/mulliganr/mentor-training-9528801
Poser, Brian. (2011). Peer Mentoring 101” Standing on the Shoulders of Ordinary
People. [PowerPoint Slides]. Retrieved from
http://www.yorku.ca/retentn/peer_mentoring/Peer%20Mentoring%20101%20--
%20Standing%20on%20the%20shoulders%20of%20ordinary%20people.ppt
What is a Peer Mentor. (n.d.). Retrieved August 8, 2015 from
http://graduateschool.wustl.edu/current_students/opportunities-enhance-
credentials/leadership-development/peer-mentoring