Article Title
Document Type
Forum Theme 1
Abstract
The involvement of peer leaders has been a key feature of First-Year Cornerstone since early in its development, reflecting the value placed on collaboration between students, faculty members, and student affairs staff from the beginning of the Foundations of Excellence process. Early on, we envisioned course-embedded peers as teaching assistants who would collaborate with Cornerstone faculty members on classroom activities and provide academic assistance to first-year students. After the first two years of the program, it was clear that students viewed their peer teaching assistants (PTAs) as helpful, approachable guides through their transition to college. While academic support was one element of PTA engagement with students, we soon realized that the mentoring and relationship-building aspect of their work was most valued by students, and often contributed to the development of classroom communities characterized by support, friendship, and peer accountability. This shift in emphasis led to a name change, from peer teaching assistants to peer mentors.
Publication Date
2014-2015
Journal Title
UNIversitas
Volume
10
Issue
1
First Page
1
Last Page
2
Copyright
©2015 Kristin Woods
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-No Derivative Works 4.0 International License.
Language
en
File Format
application/pdf
Recommended Citation
Woods, Kristin
(2015)
"Course-Embedded Peer Mentor Program,"
UNIversitas: Journal of Research, Scholarship, and Creative Activity: Vol. 10:
No.
1, Article 11.
Available at:
https://scholarworks.uni.edu/universitas/vol10/iss1/11
Comments
Go to the narrative Cornerstone: An Experiment in Interdisciplinarity and Community article.