Course Syllabus

GNST 1002: Principles of Peer Mentoring

Summer 2017 – Online

Jason Springer, MBA, EdS

Jason.Springer@snow.edu

435-283-7317

 

Course Description:

This course is designed for students participating in peer leadership activities with other students. The focus of this course is on student development theory, practice and skill development. Mentoring skills and proficiencies will include, but are not limited to: leadership skills, listening skills, advising skills, problem-solving skills, and proper referral to campus resources. Successful completion of this introductory course is required prior to enrolling in advanced peer mentoring coursework.

Student Learning Outcomes:

  • Develop activities that contribute to a positive academic experience for Snow College students. Active participation, group project and final exam are utilized for assessment.
  • Demonstrate familiarity with basic college student development theory and how they apply to first-year students. Active participation, written reflections, group project, and final exam are utilized for assessment.
  • Learn to respond to and refer first-year students who are engaging in problem behaviors that interfere with a successful transition to college (e.g. alcohol, drug use, depression, eating disorders and loneliness). Active participation, written reflections, group project, and final exam are utilized for assessment. 
  • Introduce and model positive decision-making strategies to Snow College students. Active participation, written reflections, group project, and final exam are utilized for assessment. 
  • Demonstrate effective mentoring techniques such as active listening, coaching, advising, and providing feedback to first-year students. Active participation, written reflections, group project, and final exam are utilized for assessment. 
  • Identify different mentors in their life and the role these individuals play in personal, academic and professional development. Active participation, written reflections, and final exam are utilized for assessment. 
  • Collaborate with Snow College faculty and staff members as well as fellow Peer Mentors. Active participation, written reflections, and group project are utilized for assessment. 
  • Demonstrate how the experience as a Peer Mentor will support their own personal and professional development. Active participation and written reflections are utilized for assessment.

Content: 

General Content - Course content will incorporate the five areas of Peer Mentoring at Snow College which are: 

Peer Leader: Set an example for students, so that they can see what a successful student looks like.

Student Advocate: Have the best interest of the student in all situations. Represent student interests where appropriate.

Learning Coach: A Peer Mentor will have the opportunity to help teach and facilitate learning for their mentee. Sometimes it will be helping them learn policies and how to navigate the policies that have been set in place at Snow College. Other times this is providing students with basic advising information.

Trusted Confidant: A mentor needs to build a trusting relationship with their mentees. Once there is trust the mentee will be more likely to share openly and communicate with their mentor.

Connecting Link: Assist students in understanding how campus works and what resources are available to them. Connect new or struggling students to other students/student groups.

Specific Content -

Introduction, expectations, and overview of the mentoring program. A survey of student's expectations, attitudes and objectives will be conducted. Mentoring strategies will be taught including planning initial meetings, building relationships, and improving communication skills.

Presentation of strategies for dealing with challenging situations and individuals. Techniques for motivating mentees to succeed in college.

Discussion on strategies to help mentees to cope with the new changes in their lives and how to create a healthy and successful learning environment for themselves. Orient mentors to campus resources.

General Education Outcomes:

3) A student can speak and write effectively and respectfully as a member of the global community, and work effectively as a member of a team.

Grading:

  • Active participation: 30%
  • Written Reflections: 30% (CHANGED to 2 @ 15% each)
  • Group Project: 20%
  • Comprehensive Written Final Exam: 20%

ADA/Disability Services Accommodations:

Any student with a disability who feels that he or she needs an accommodation for this course may contact the Americans with Disabilities Act Coordinator: Katie Jean Larsen GSC 239, (435) 283-7321

Text (all materials will be provided by the program for all Peer Mentors):

Brown, D., Herrmann, E. (2013). The boys in the boat: Nine Americans and their epic quest for gold at the 1936 Berlin Olympics (Unabridged.). Prince Frederick, Md.: Recorded Books.

Additional readings/articles will be supplied.

Calendar:

May 30 – Class Begins

June 5 – First Discussion Post Due (These count as “Active Participation”)

June 14 – First Written Reflection Due (These count as “Written Reflections”)

June 23 - (DATE CHANGED FROM THE 19th) – Second Discussion Post Due

July 7 – Second Written Reflection Due

July 17 – Group Project Due (details to follow)

July 19 – Final Discussion Post Due

July 26 – Class Ends

July 27 – Comprehensive, Written Final Exam Due

July 31 – Grades Due/Posted

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