SBOS Peer Mentoring Program
Fostering a supportive
network of, by, and for
SBOS Students
Resources for Mentors and Protégés
2010 – 2011
Program Coordinators:
Danielle Rose Batol
Shanna Livermore
Table of Contents
Mentor/Protégé Quick Reference................................................................................................ 3
About the SBOS Peer Mentoring Program................................................................................ 5
Clarifying Roles and Goals .......................................................................................................... 6
Self-Appraisal for Protégés .......................................................................................................... 8
Tips for Successful Mentoring ................................................................................................... 10
How Mentoring can Benefit the Mentor................................................................................... 11
Suggestions for Discussion Topics ............................................................................................. 11
Sample Goal Setting Worksheet................................................................................................ 12
Frequently Asked Questions ...................................................................................................... 14
Things to Do in Southern California......................................................................................... 19
Student Discounts ........................................................................Error! Bookmark not defined.
Restaurants...................................................................................Error! Bookmark not defined.
Campus and Community Resources ..........................................Error! Bookmark not defined.
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Mentor/Protégé Quick Reference
Mentor/Protégé:
Name ________________________________________________________________________
Email ________________________________________________________________________
Degree/Concentration __________________________________________________________
Research Interests _____________________________________________________________
Academic Interests _____________________________________________________________
Professional/Career Interests/goals _______________________________________________
Personal interests/goals _________________________________________________________
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Mentor/Protégé Quick Reference
Mentor/Protégé:
Name ________________________________________________________________________
Email ________________________________________________________________________
Degree/Concentration __________________________________________________________
Research Interests _____________________________________________________________
Academic Interests _____________________________________________________________
Professional/Career Interests/goals _______________________________________________
Personal interests/goals _________________________________________________________
4
About the SBOS Peer Mentoring Program
Purpose and Objectives
The SBOS Peer Mentoring program (SPMP) aims to foster a network of students who are
interested in and committed to engaging in mentor-protégé relationships.
The program’s objectives are:
•
•
•
•
•
•
To facilitate incoming students’ transitions to SBOS and CGU;
To support both incoming and current students in navigating the various decisions they
face throughout graduate school;
To facilitate the sharing of social resources and support related to academics, research,
career, and graduate life in general;
To encourage students to take advantage of valuable professional development and other
learning opportunities;
To offer mentors an opportunity to develop and enhance mentoring skills that are
essential in many types of academic and applied careers;
To provide opportunities for social interaction and networking opportunities among
members of the broader SBOS community.
What do mentors and protégés do?
The exact nature of mentoring varies depending on the specific needs of the protégé and the
experiences and skills of the mentor. SPMP mentors and protégés generally meet in an informal
setting to discuss topics such as classes, getting involved in research, negotiating the transition to
graduate school from either the workplace or college, internship and job opportunities, time
management, and balancing the demands of coursework and research with personal life. Some
protégés have goals related to improving specific skills, such as writing, public speaking, or
interviewing. Others seek primarily to increase their social and professional networks, including
meeting other students with similar interests with whom they might collaborate.
In addition to providing guidance and support, mentors help protégés to recognize and enhance
their strengths, and also to identify areas they would like to work on. Mentors facilitate their
protégé’s development by asking thoughtful questions, listening without criticism, and sharing
their own relevant experiences and lessons learned.
5
Clarifying Roles and Goals
Roles and Expectations
We recognize that you and your mentor are both busy graduate students with a variety of
responsibilities and personal commitments. Mentoring should be a mutually beneficial
relationship, in the sense that while the protégé gains needed support and guidance, the mentor
gains an opportunity to develop valuable skills and share his or her own knowledge and
experiences, and possibly even collaborate.
In order for protégés to benefit from mentoring, it is important that they make their needs known
to the mentor. Early on, and ideally at the first meeting, have a discussion with your
mentor/protégé to determine what the protégé hopes to gain from the relationship, how the
mentor can best support them, and establish clear expectations regarding your roles.
Time Expectations
We expect that mentors and protégés will meet in-person at least once per month for a semester’s
duration. We also encourage mentors and protégés to take advantage of alternate means of
communication such as phone, email, instant messaging, and the SPMP group on Facebook.com.
We ask that mentors take the lead by checking in periodically with their protégés and scheduling
meetings. However, protégés should also be proactive in seeking support as needed (e.g.,
emailing when a question arises, asking for a meeting) – after all, your mentor may not know
you need support unless you tell them.
Without establishing clear expectations at the outset, it is easy for responsibilities to pile up and
for the mentoring relationship to shift to the “back burner.” To avoid this, it may be advisable to
establish a regular “check-in” schedule. If you need to cancel a meeting with your mentor or
protégé, try to reschedule at your earliest convenience or consider having a phone conversation
instead of an in-person meeting. Be honest with yourself and your mentor/protégé about how
much time and support you feel you need or feel able to provide.
Identifying and Supporting Protégé Needs
In addition to expectations about how often to meet, it may be beneficial to establish
expectations regarding what you hope to accomplish in these meetings. Mentors and protégés
discuss a broad array of topics, including but not limited to resume building and interviewing
skills, internship opportunities, time management, networking skills, balancing the demands of
coursework and research with personal life, and other challenges associated with the transition to
grad school. Some mentor-protégé pairs have even planned outings and professional
development activities to attend together, such as conferences and networking events. While
protégé needs should guide the relationship, mentors should not be expected to serve as
academic tutors, writing coaches, or research advisors.
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If, as a protégé, you feel your mentor is not meeting your needs (e.g., if your mentor repeatedly
cancels meetings without rescheduling or is frequently unavailable), first try to discuss your
concerns with your mentor.
If, as a mentor, you feel that your protégé is asking for too much of your time, discuss ways you
can continue to mentor them while also respecting your busy schedule. If you are not
comfortable discussing these topics with your mentor or protégé, or if the issue continues, please
share your concerns with the program coordinators.
Goal Setting
Goal setting can be a central aspect of mentoring. Some mentors and protégés find it helpful to
develop a “work plan” that includes short-term and long-term goals or objectives, and a
timeframe for reaching them. A sample goal setting worksheet is included in this packet.
However, depending on the protégé’s organizational tendencies, such structure may feel forced
or may not be a useful tool. Do whatever feels comfortable, and feel free to adapt these
worksheets to best meet your needs.
Whether or not a protégé’s goals are formalized in writing, pairs can use their meetings as an
opportunity to discuss the protégé’s progress toward goals, how these goals may have changed
since the last meeting, and what steps the protégé has taken (even small ones) toward achieving
these goals. Don’t forget to discuss and celebrate your achievements, no matter how small!
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Self-Appraisal for Protégés
You may want to begin by doing a self-appraisal to determine what will help you thrive as a
graduate student in SBOS. Consider the following questions and discuss them with your mentor.
These types of questions can be intimidating for beginning graduate students so it’s ok if you are
not immediately able to answer all of them! Moreover, your answers are quite likely to change
as you proceed through the program. These questions are meant to guide you in self-reflection in
relation to your graduate school experience. Use them if you feel they will help you. Mentors
may find it helpful to make some notes on your protégé’s thoughts in response to these questions.
1. What are my objectives in entering graduate school?
2. Why did I choose SBOS/CGU?
3. What type of training do I desire?
4. What type of career do I want to pursue?
5. What are my professional and academic goals?
6. What are my strengths?
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7. What skills do I need to develop in order to achieve my goals/objectives?
8. What aspects of graduate life have been challenging for me so far?
9. What kinds of research or creative projects do I want to work on?
10. Have I ever had a class, worked on a project, attended a workshop, presentation or
conference, or even had a conversation with someone that I found exciting, intriguing, or
inspiring?
11. What do I hope to gain from the peer mentoring program?
12. How can my mentor best meet my needs?
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Tips for Successful Mentoring
The role of a peer mentor is to provide guidance and resources that will help a less advanced
student make a smooth transition into graduate school and progress toward their academic and
professional goals. A peer mentor provides support and encouragement, and shares knowledge
and experience with other SBOS students. As a peer mentor, you may offer professional or
personal support to the student(s) you mentor. This handout is designed to help guide you as you
work to meet the needs your protégé.
A successful mentor…
•
Makes a personal commitment to be involved with your protégé for an extended period of
time.
•
Respects individuals, their abilities, and the choices they make.
•
Listens and accepts different points of view.
•
Helps simply by listening, asking thoughtful questions, and giving protégés the
opportunity to explore their own thoughts.
•
Appreciates the challenges faced by their protégé, and empathizes with them.
•
Looks for solutions and opportunities as well as barriers to overcome.
•
Balances a realistic appraisal of their protégé’s challenges with optimism about
identifying appropriate solutions.
•
Stays flexible and open.
•
Is willing to take the time to get to know their protégé.
•
Helps their protégé set long-term academic/research/career goals and short-term learning
objectives.
•
Eases their protégé’s transition into the graduate school culture.
•
Helps their protégé locate and take advantage of learning opportunities and resources
available both on- and off-campus.
•
Encourages their protégé to interact with students, faculty, alumni, and other individuals
with shared interests.
•
Shares knowledge in areas such as communication, critical thinking, time management,
flexibility, and working collaboratively.
•
Helps their protégé to identify strengths and areas for development.
•
Answers their protégé’s questions, or if unable, helps them locate someone who can.
Adapted from Ender, S.C & Newton, F.B (2000). Students Helping Students: A Guide for
Peer Educators on College Campuses (3rd Ed.), pp. 9-10. San Francisco: Jossey-Bass.
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How Mentoring can Benefit the Mentor
Mentoring is a two-way street; mentoring relationships can benefit the mentor in meaningful
ways, beyond the satisfaction gained from helping someone else. Below are just a few ideas for
how you can develop yourself both personally and professionally through mentoring:
•
By helping your protégé to identify and locate resources, you may broaden your own
knowledge of available resources, both within and outside CGU
•
Become more connected to the SBOS community
•
Apply goal-setting or time management skills to your own life
•
Learn about a new area of research and discover connections with your own work
•
Meet a new friend or research collaborator (or both)
•
By mentoring a less experienced student, you will be honing skills that are highly
valued in many types of academic and applied career settings
Consider setting some goals regarding what you hope to achieve through mentoring.
Suggestions for Discussion Topics
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
♦
Time Management
Tips for Effective Studying
Getting to Know SBOS Professors
Getting Involved in Research
Finding and Applying for Internships
and Jobs
Improving Resume and Interviewing
Skills
Choosing a Research Advisor
Self-Reflection: Dream Job
Motivation
Applying for Scholarships and
Fellowships
Taking on Too Much
Balancing Schoolwork and Personal
Life
Background and Experiences
Building and Cultivating Social and
Professional Networks
♦ Getting Involved in SBOS/CGU
♦
♦
♦
♦
♦
♦
♦
♦
Social Events
Transitioning to SBOS from College
or the Workplace
Research and Academic Interests
Setting Short and Long-Term
Goals/Objectives
Professional Associations and
Conferences to Attend
Useful Professional Journals and
Other Resources
Submitting
Manuscripts/Papers/Posters to
Journals and Conferences
Grantwriting
Recognizing and Celebrating
Milestones/Accomplishments
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Sample Goal Setting Worksheet
Goals for the week of ______________________:
Progress
Goals for the month of _____________________:
Progress
Goals for ____________ semester:
Progress
Goals for the year ___________:
Progress
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Goals to achieve before graduating:
Progress
Post graduate school goals:
Progress
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Frequently Asked Questions
What is peer mentoring?
Mentoring is a developmental relationship between two or more individuals, in which mentors
share their expertise with less experienced individuals (often called protégés or mentees) in order
to help them enhance their education, advance their careers, and extend their resource networks.
Formal or informal mentoring is common in a variety of domains, including with at-risk youth,
in educational institutions, in the military, in politics, and in business and organizational settings.
In academia, the term “mentor” is often used to refer to a faculty member with whom a graduate
student works closely, conducts research, and publishes. The faculty mentor facilitates the
student’s development into an autonomous researcher. Peer mentoring, on the other hand, is
designed to minimize hierarchy or power imbalance between the mentor and protégé. In
educational settings, the peer mentor is usually a slightly more experienced student. Peer
mentoring differs from traditional (hierarchical) mentoring by placing greater emphasis on
mutual learning and development.
In short, peer mentoring is a means of sharing knowledge and resources, supporting colleagues in
their professional development, and building connections within a larger community of
individuals.
What is the purpose of SPMP?
The SBOS Peer Mentoring program (SPMP) aims to foster a network of students who are
interested in and committed to engaging in mentor-protégé relationships. The program’s
objectives are:
•
•
•
•
•
•
To facilitate incoming students’ transitions to SBOS and CGU;
To support both incoming and current students in navigating the various decisions they
face throughout graduate school;
To facilitate the sharing of social resources and support related to academics, research,
career, and graduate life in general;
To encourage students to take advantage of valuable professional development and other
learning opportunities;
To offer mentors an opportunity to develop and enhance mentoring skills that are
essential in many types of academic and applied careers;
To provide opportunities for social interaction and networking opportunities among
members of the broader SBOS community.
How did SPMP start?
At an SBOS community-building event held in the spring of 2006, students identified a need for
peer mentoring. Although SPMP was initially envisioned as a means of supporting incoming
students in their transition into the SBOS community, the program’s goals have been expanded
to address the needs of students at all stages of their graduate education.
SPMP was officially launched in January 2007 with a group of five mentors and five protégés.
In just one semester, the program has grown tremendously. During the 2008-2009 academic
year, SPMP had 87 active (matched) mentors and protégés, and we anticipate having even more
in years to come!
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What are the qualifications to be a mentor?
Any advanced (second year or beyond) SBOS student in psychology or human resources design
can become an SPMP mentor. Some students may question what have to offer a protégé, but
anyone who has knowledge, experience, or social resources to share is qualified to be a mentor.
Among the most valuable things a peer mentor can offer are a non-judgmental ear and lessons
learned from their own experiences, both positive and negative.
Current mentors include second through fifth year MA, MS, and PhD students in organizational
behavior, industrial/organizational psychology, positive psychology, social psychology,
developmental psychology, cognitive psychology, health behavior, evaluation and applied
research methods, human resources design, and various co-concentrations with evaluation.
Mentors and protégés are matched on a rolling basis, so students are invited to join the program
at any time throughout the academic year. If you are interested in becoming an SPMP mentor,
contact Erica Rosenthal.
What are the qualifications to be a protégé?
Any SBOS student in psychology or human resources design can become an SPMP protégé. A
protégé is anyone who seeks to learn from other SBOS students and expand his or her social
network.
At present, the majority of protégés are first year students, but students at all stages of the
program are invited to become protégés. The only limitation on becoming a protégé is that if
you are very advanced in the program (fourth year or beyond), we may have difficulty finding a
more advanced student to mentor you. However, even students in your cohort may have
valuable experience and social resources to share.
Mentors and protégés are matched on a rolling basis, so students are invited to join the program
at any time throughout the academic year. If you are interested in becoming an SPMP protégé,
contact Erica Rosenthal.
What do SPMP mentors do?
The exact nature of mentoring varies depending on the specific needs of the protégé and the
experiences and skills of the mentor. SPMP mentors and protégés generally meet in an informal
setting to discuss topics such as classes, getting involved in research, negotiating the transition to
graduate school from either the workplace or college, internship and job opportunities, time
management, and balancing the demands of coursework and research with personal life. Some
protégés have goals related to improving specific skills, such as writing, public speaking, or
interviewing. Others seek primarily to increase their social and professional networks, including
meeting other students with similar interests with whom they might collaborate.
In addition to providing guidance and support, mentors help protégés to recognize and enhance
their strengths, and also to identify areas they would like to work on. Mentors facilitate their
protégé’s development by asking thoughtful questions, listening without criticism, and sharing
their own relevant experiences and lessons learned.
How structured is the program?
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We like to think of the program as semi-structured. This means that mentoring is tailored to the
unique needs of each individual protégé. For example, some students may have well-defined
goals they hope to accomplish or skills they would like to develop in a specific time frame, while
others may be less goal-focused but have many questions about navigating graduate school. Yet
other students may benefit from some assistance articulating their goals. The exact nature of
mentor-protégé relationships varies tremendously from pair to pair.
At the same time, we recognize that some structure can be helpful. Whereas some students are
comfortable approaching advanced students and may spontaneously develop a relationship with
a “mentor,” other students may benefit from some assistance locating an appropriate mentor and
negotiating this initial contact. The role of the program is to facilitate the connection of protégés
with advanced students who have knowledge, experience, and social resources to share. The
direction in which these relationships evolve is left to the pair.
Once a pairing has been solidified, SPMP’s role is minimal. The program coordinators check in
with mentors and protégés monthly to see how the mentoring is going and ensure that the
protégé’s needs are being met. In addition, the program hosts social events such as meet-andgreets (events designed to facilitate the creation of mentor-protégé pairs) and barbecues
throughout the academic year. The purpose of these events is to sustain involvement and foster
the development of broader peer networks.
What is expected of mentors?
The time involved in cultivating a mentor-protégé relationship depends on the pair, but we ask
that pairs connect at least once a month in person (or by phone if an in-person meeting is not
possible) for a semester. More interaction is certainly encouraged, including by phone, email,
instant messenger, or on Facebook. Some mentor-protégé pairs have gone above and beyond,
taking advantage of the social and cultural opportunities available in the greater Los Angeles
area. Likewise, mentor-protégé pairs may choose to continue their relationship beyond the initial
semester.
Students who are unable to commit to being an “official” mentor, but are interested in getting
involved might consider making themselves available to less advanced students as a resource
(e.g., answering questions by email).
Mentors are not expected to serve as academic tutors, research advisors, copy editors, job
counselors, therapists, or conflict mediators. Some mentors may be willing to offer academic
assistance (e.g., help with statistics), feedback on papers, or emotional support, but this is by no
means expected. There are free resources available on campus to assist with each of these needs
(teaching assistants/statistical consultant, SBOS faculty, Writing Center, Career Center,
Counseling Center, Ombuds Office). If at any time you feel your protégé’s needs exceed your
ability or willingness to help, you should refer your protégé to the appropriate on- or off-campus
resource. If you are unsure of the appropriate resource or are uncomfortable making a referral
(e.g., suggesting your protégé seek counseling), please contact the program coordinators.
Anything you tell us will remain confidential, and we will work together to ensure that your
protégé receives the assistance he or she needs.
What do mentors gain from participating in this program?
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In addition to the satisfaction gained from giving of oneself in the service of helping others, peer
mentoring is an excellent way of practicing skills that are highly valued in virtually all career
settings. These include social, communication, and leadership skills. In addition, mentors often
appreciate the opportunity for self reflection about their own research or career path. Mentors
may broaden their own knowledge of available resources or sharpen skills such as goal-setting
and time management. By becoming more connected to the SBOS community, mentors may
develop lasting friendships or collaborative relationships with students whom they might not
otherwise have met.
Do mentors and protégés receive any training or other information about mentoring?
Each mentor and protégé is provided with a booklet of resources and worksheets they may find
helpful. However, formal “training” on mentoring best-practices is beyond the scope of the
program at this time. In essence, it is left up to each pair to determine how best to negotiate their
mentoring relationship. The program coordinators do not have expertise in mentoring, but are
happy to recommend additional resources to anyone interested in learning more about mentoring
or incorporating evidence-based practice into their mentoring strategies.
To satisfy the demand for information surrounding mentoring skills and strategies, we plan to
host a speaker during the 2010-2011 academic year, drawing upon the expertise of SBOS
students, faculty, and alumni several of whom conduct research related to mentoring.
Can I request to have a specific student as my mentor or protégé?
We welcome requests from prospective mentors or protégés who wish to be matched with a
specific student, and will do our best to meet your preferences. Please be aware that this is a
voluntary program, so our ability to do so will depend upon the pool of participants. If you have
a specific student in mind but are unsure how to approach this person, we would be happy to
approach the student on your behalf. Most students would be flattered to hear that another
student has “requested” them.
What if my mentor isn’t meeting my needs or the relationship just isn’t working out?
Occasionally, different personalities simply do not “click,” despite the best of intentions. In
other cases, mentors may initially agree to participate but find the mentoring relationship to be
too great a time commitment.
SPMP’s foremost priority is to ensure that the needs of protégés are met. If at any time you are
concerned about the direction of your mentoring relationship, feel your mentor is not meeting
your needs, or simply do not get along with your mentor or protégé, please contact the program
coordinators. If the situation cannot be resolved (e.g., by talking with your mentor or protégé),
we would be happy to find you another mentor or protégé.
Similarly, if you find that the time commitment of being a mentor or protégé has become too
much, please contact the program coordinators.
Has SPMP been evaluated?
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We are continually working to improve the program based on feedback from mentors, protégés,
and other interested members of the SBOS community. In order to enhance program
implementation, build capacity, and identify areas for improvement, we commissioned a smallscale evaluation during the 2008-2009 academic year. The final report is available upon request.
Is it possible to get involved in SPMP administrative or coordination activities?
Yes! The program is entirely reliant on student volunteers. Beyond mentoring, we welcome any
offers of assistance at the administrative level, including publicity and outreach to the SBOS
community, or gathering and developing resources for mentors and protégés. If you have
expertise in mentoring, you might help by compiling resources on evidence-based mentoring
practice or offering a presentation or workshop for mentors and protégés. Any additional ideas
for how we might expand SPMP’s activities or scope are always encouraged!
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Things to Do in Southern California
Adapted from Pomona College Magazine (Fall, 2004):
“47 Things Every Sagehen Should Do Before Leaving Pomona”
Watch the sun set at Joshua Tree National
Park.
Wake with the sun bears at the San Diego
Zoo.
Roam through Griffith Park.
Explore L.A.’s Chinatown, Little Tokyo and
Olvera Street.
Go back in time at the La Brea Tar Pits.
Attend live theatre.
Check out a presidential library—or two...
Choose a favorite work of art at the Getty
Center.
Ride the Metrolink to downtown Los
Angeles.
Order from the secret menu at In-N-Out.
Stroll around the Pomona Arts Colony.
Amuse yourself at a theme park.
Climb Mount Baldy.
Plug into some great music at Disney
Concert Hall.
Eat a deep-fried Twinkie at the Los Angeles
County Fair.
Hit the slopes at a local ski resort.
Cheer home a winner at Santa Anita Park.
Laugh till you drop at a comedy show.
Hike the Claremont Wilderness Park.
Root for your home team as they take on
one of L.A.’s finest.
Touch a shark at Aquarium of the Pacific.
Experience the murals of East L.A.
Stop and smell the flowers at the
Huntington.
Take a Dip at Deep Creek Hot Springs
Find the local stars in the Walk of Fame.
Window-shop along Rodeo Drive.
Go for a walk on the San Andreas Fault.
See the Watts Towers.
Catch a wave at a nearby beach.
Check out the muscles at Venice Beach.
Join the live audience for a TV show.
Tour a California Mission.
Listen to some jazz or rock at an L.A. club.
Rise above it all on the Palm Springs Aerial
Tramway.
Watch a gray whale breach.
Play a game of broomball.
Escape for a road trip to the Grand Canyon.
Visit Old Pasadena.
Take Amtrak along the coast to San Diego
or Santa Barbara.
Shop at a farmers market.
Take a ferry to the Channel Islands.
Meet a favorite author at Vroman’s
Bookstore.
Visit a quirky museum.
Go Native at Rancho Santa Ana Botanic
Garden.
Don’t forget your own backyard: the
Claremont Village
Get your kitsch on Route 66.
Taste five different ethnic cuisines.
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