The Ohio LSAMP Alliance Mentoring Program

The LSAMP Peer Mentor Program pairs first year and community college LSAMP scholars with upper-class LSAMP Peer Mentors. Through personal interactions and referral to resources, LSAMP Peer Mentors create relationships with LSAMP mentees that help transition students into the science, technology, engineering, and mathematics (STEM) fields. Peer Mentors must have a positive attitude, genuine interest in inspiring undergraduate students, respect for and interest in working with students from diverse backgrounds, and a desire to promote higher education and the attainment of a degree in STEM.

Peer Mentoring

  • Develop a positive mentor/mentee relationship with an upper-class student
  • Build an early connection with the STEM community
  • Strengthen interest in a STEM Field and commitment to obtaining a STEM Degree
  • Learn how to navigate campus physically, socially, and academically
  • Increase retention and GPA of LSAMP mentees
  • Share advice and strategies for navigating the academic landscape
  • Meet regularly with assigned mentees
  • Foster outside of classroom relationship with mentees
  • Assist mentees in their academic, social, and personal transition
  • Connect mentee to LSAMP events, opportunities, and resources
  • Motivate, encourage, and support mentee
  • Opportunity to be a role model to new students
  • Enhance communication, facilitation, and relationship skills
  • Develop strong leadership skills
  • Strengthen connection to campus community

Each year, junior and senior students who are a part of the LSAMP program are able to apply to become peer mentors. Students should hold a 2.8 grade point average and be currently active in the LSAMP program.

Summary of Duties, Responsibilities, and Expectations 

  • Attend in person peer mentor training, complete all required university training courses
  • Attend monthly peer mentor staff meeting
  • Meet with peer mentees at least 3 times each semester for a total of 5 hours (e.g., each meeting is around 1.5 hours).
  • Maintain open communication with mentee through email and or text messages
  • Refer students to appropriate resources. Be willing to accompany mentees to resources on campus.
  • Work with mentee to set realistic goals and develop a plausible plan for meeting those goals
  • Report any and all significant concerns regarding mentee to LSAMP Program Coordinator
  • Maintain open communication with LSAMP Professional Staff. Respond to emails from LSAMP staff within 1-2 days
  • Submit required mentor documentation throughout the semester

Knowledge, Skills, and Abilities

  • Experience and/or knowledge working in teams or groups in a leadership capacity and ability to communicate effectively with diverse populations of students
  • Ability to establish priorities and work with some level of independence

Employment Dates: Autumn and spring semester
Trainings: Online Training
Pay: $500-$1000 a semester

 

 

The LSAMP Faculty Mentor Program pairs first-year students with faculty mentors. Faculty mentors work with students throughout their first year to transition into Science, Technology, Engineering, and Math fields. Oftentimes, faculty mentors might provide guidance to students in one-on-one meetings or facilitate hands-on activities, like laboratory tours. 

Faculty Mentoring

To get the most out of your faculty mentoring experience, it’s important to reflect on why you have a faculty mentor. Your faculty mentor can help you learn more about:

  • Your major (and other, similar majors)
  • Coursework and class requirements
  • Study strategies
  • Upcoming events or programs
  • Scholarships & Grants
  • Internships
  • Research opportunities
  • Graduate school
  • Potential careers

It is appropriate for you to work to shape your meetings with your mentor based on what you’re hoping to gain from your mentor. For instance, if you’re unsure about your major, then you can spend time discussing these feelings with your mentor. In addition to offering suggestions for the types of discussions you have, you can also make suggestions about the types of activities you’d like to do. For instance, you can ask your mentor to see their research laboratory if you’re interested in pursuing research.

You should primarily communicate with your mentor via email. If you send an email to your mentor and they do not respond within three days, send a follow-up email. That follow-up email can include the original email with a note that says something like:

“Good afternoon Dr. so-and-so,

I am following up on the previous email I sent (date & time). When is the best time for us to schedule a meeting?

Sincere Regards,

Your Name”

Sometimes it can feel intimidating to meet one-on-one with your faculty mentor, but remember, they are choosing to participate in this mentoring experience because they want to get to know you. Conversations might feel a bit awkward as you get to know each other. It’s completely reasonable for you to come prepared with questions to ask your mentor. As noted above, you’re free to shape the meeting in a way that is worthwhile to you. Explaining what you’re hoping to gain will help your mentor understand the relationship. On the next page, we’ve listed examples of questions you can ask your mentor. Of course, this is not an exhaustive list, but this should give you a couple ideas as you meet with your mentor.

  • Where did you go for your undergraduate degree? Why did you go there? What did you major in?
  • How did you know that you wanted to go to graduate school?
  • How did you know you wanted to be a professor? Did you consider any other careers? What were they?
  • What research projects are you currently working on?
  • What classes do you teach?
  • I’m not sure whether I want to pursue a degree in biology or chemistry. I know I want to go to medical school, though. Do you have any thoughts on which degree might be best suited for medical school?
  • I know that I should get involved in undergraduate research, but I’m not exactly sure where to start. How do you think I should go about getting involved in undergraduate research?
  • Do you know if it is typical for students to do internships in my/our field? What types of internships? When do students typically do those internships?
  • I’m thinking about going to graduate school, but I’m not sure where to start. What types of degrees do people typically pursue in my/our field? How do people choose which degree to pursue? What do these programs require? Any advice on activities I can do now to prepare me for graduate school?