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GS 100: Theory and Practice of Peer Mentoring - Coggle Diagram
GS 100: Theory and Practice of Peer Mentoring
Class goals: intro, syllabus, canvas check, and critical peer mentoring
Intros: name, pronouns, year, areas of interest, and what is a learning goal for this course/mentoring work?
carry forward the experience of menteeing to think about how to mentor
bridging high school pre-college and new college students experiences
equipping first years/first semester students
new tips and ways to apply those in practice to help those who might feel lost in KK
figuring out the peer-to-peer aspects of this work (cause closeness in age)
paying particular attention to the site-specific (CO and the CC-ness) and the newness of college (in a US/Western centric mode) in mentoring
understanding mentoring as pedagogical/teaching practice and a self-reflection on teaching practice
Using your own experiences, Stoller, and/or Cox's work, what are some of the goals and benefits of critical mentoring?
"challenges traditional authority" (57 and 59)
educational spaces are often rooted in a top-down model (supervisor and employer model); critical mentoring sees the work as mutually beneficial/mutual learning
understanding that your mentees have real knowledge to contribute and are real humans who can contribute ideas for activities
understanding that as a mentor you won't have all the answers (not a supervisor/employee relation)
seeing yourself as a hub to connect mentees to other folks
"empowers the mentee" (57) -- to make use of faculty time, academic resources, to ask for help, to ask for extensions
AGENCY IS KEY! (after Bridge you're a big beautiful butterfly)
study habits/how to college
reminding mentees to give themselves grace: this place will be busy, but the world won't fall apart if you ask for an extension; if where you grew up it wasn't possible to connect with faculty and ask for extensions, getting to office hours.
questions of attendance (how to get mentees to show up): creating opportunities for
active
meet and greets/interactions
forms: group gathering, dinners, movie (reserving Mathias theater and screening a movie), sitting in the library/study sesh; games night
let's start with knowing each others' names
paying attention to vibes and if peers would show up (but not in a forceful/confined way); creating SPACE (not content);
reminder: the mentee cohort group is shaped by the encounters had in class (good and bad); the luck of the draw in scheduling classes
Since everything is changing on the Block, your mentoring is a site of consistency and helping students connect to other (Cox on vertical and horizontal ties)