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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

Language

en

File Format

application/pdf

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