EPSY 3020 First Year Experience Peer Mentoring · provide student leaders with knowledge and...

Course Description

Semester: Fall 2016

Day/Time: Mondays 3:35pm-5:35pm

Location: Lecture in Oak 101, TA Times in Breakout Room Locations TBA by Group

The EPSY 3020 (FYE Peer Mentoring) course is designed to provide student leaders with knowledge and resources needed to effectively mentor in a First Year Experience seminar, specifically UNIV 1800, UNIV 1810, or UNIV 1820. The course serves as a forum for mentors to learn and discuss topics relevant to transition, holistic success, and leadership in the context of their role supporting first-year students. Mentors will study various intervention strategies, apply them in their FYE classes, and reflect on the experience of moving theory to practice. Through this reflection, mentors will increase awareness of their own personal facilitation, learning, and leadership styles. In addition, EPSY students will create a professional profile through which they can communicate their development and highlight their strengths for future opportunities.

Course Materials

EPSY 3020

First Year Experience

Peer Mentoring

Textbooks

REQUIRED: Lesseur, Shawna.

(2015, 2016). UConn FYE Student

Success Guidebook. 2nd Edition. Insti-

tute for Student Success.

RECOMMENDED: Patel, Eboo.

( 2013). Sacred Ground: Pluralism,

Prejudice, and the Promise of America.

Beacon Press.

Additional Resources

2016 FYE Peer Mentor Manual

Course HuskyCT Site to be Used

Weekly

FYE.UCONN.EDU

Contact Information Shawna M. Lesseur

[email protected] Rowe 235 C

Sarah Renn [email protected]

Rowe 215 D

Jennifer Murphy [email protected]

Next Gen LC Offices

Karim Abdel Jalil [email protected]

Lucia Greene [email protected]

Eric Agron

Oak 239

Bethany Brown

Rowe 130

Xiaoxiao Cao

Rowe 134

Steven “Stevie” Della-Giustina

Rowe 320

Laurel Gibson

LH 206

Jimmy Huynh

Gent 140

Yaraixa Lopez

Gent 140 C

Stephanie O’Neill

Gent 246

Sarah Polcaro

Rowe Honors

Emily Quigley

Rowe CAP

Deepinder Singh

Rowe FYP&LC

For emails and other specific

TA contact information see

HuskyCT.

Instr

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Su

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Assis

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Attendance

We do not grade on attendance in this class, or at the

University of Connecticut in general. However, much of

this field course is based on both active engagement and

participation . If you are not in EPSY and your FYE class

section on time every week you will inevitably miss nu-

merous opportunities to learn and to earn points for

your work. As such, attendance is actually vital to your

success in this experience and your grade in EPSY. If

you must miss EPSY due to illness please contact your

TA as soon as you know, before the class, to get the ma-

terials you will miss. With a note from the infirmary

they can also request on your behalf that the instructors

allow you to make up participation points for the lesson.

If you can not make your FYE class contact your Instruc-

tor and TA immediately, before class. This is an im-

portant part of demonstrating professionalism in your

role as an FYE Peer Mentor.

Late Work

Late work will not be accepted in EPSY. This is a leader-

ship field experience which, like the real world, requires

timely submission of work to maintain professionalism.

If you face a true life emergency contact your TA imme-

diately so they can work with the instructors and you to

explore potential options for your specific case.

Technology

We will use technology in a wide variety of ways in this

EPSY course and in your FYE field experience. This will

include weekly use of HuskyCT, professional applica-

tion of social media, and occasional technology support-

ed in-class activities. This means that technology is wel-

come in the class for these purposes, but for these alone.

If technology becomes a distraction you may be asked to

leave class, which would result in you losing all of that

session’s possible participation points.

University Policies

The following links will take you to full

descriptions of major University policies

relevant to this course as well as your field

placement in FYE.

Student Code of Conduct http://community.uconn.edu/the-student-code-preamble/ Students with Disabilities & Reasonable Accommodation http://csd.uconn.edu/rights-and-responsibilities-2/ Harassment and Discrimination http://policy.uconn.edu/2015/12/29/policy-against-discrimination-harassment-and-related-interpersonal-violence/ Religious Observance http://guide.uconn.edu/instruction/religious-holidays/ Weather Closure http://policy.uconn.edu/2011/10/27/emergency-closing-policy-2010-2011/

Course Policies

Grade Breakdown & Scale

EPSY Course Learning Outcomes Expected Outcome Opportunities for

Growth Methods of Assessment

You will demonstrate critical and creative thinking skills in

your weekly analysis of both EPSY lecture topics and your FYE

field experience.

EPSY Class Activities

Problem Solving with FYE Instructor

EPSY Contributions

Journals

FYE Final Evaluation

You will apply basic FYE teaching and learning best practices

to your field experience mentoring FYE each week after learn-

ing relevant theories in EPSY lecture.


Weekly FYE In-Class and HuskyCT Support

HuskyCT Site & Quiz

EPSY Contributions

TA Time Activity

FYE Presentation

You will assess your relative strengths and weaknesses as you

participate in self-awareness activities in class and with your

FYE instructor using both assessments and personal reflection.


Formal and Informal FYE Instructor Feed-back

Journals

Professional Profile


You will model positive peer leadership on campus, in EPSY,

and in your FYE class, with the ongoing support and example

of your EPSY TAs and Supervising TAs.

TA Group Discussion

FYE One-on-Ones

Weekly FYE Student Support

EPSY Contributions

FYE Presentation


Professional Profile

You will extend the conversation about diversity and inclusion

on campus and beyond after learning about contemporary the-

ories and debates in EPSY using respectful discourse.

EPSY Activities

Join Critical Reflection Activities with FYE Students

EPSY Contributions

Journals


You will illustrate to your FYE students the importance of us-

ing campus resources for college success after learning about

some of the most vital resources in EPSY.

EPSY Guest Lecturers

FYE Content and/or Expert-Led Lessons

EPSY Contributions

Journals


Engagement

& Leadership

Critical Reflection Journals

Major

Project

Professional

Profile

HuskyCT

40% 25% 15% 15% 5%

A

94 -100%

B

84 – 87%

C

74 – 77%

D

64 – 67%

A-

91 – 93%

B-

81 – 83%

C-

71 – 73%

D-

61 – 63%

B+

88 – 90%

C+

78 – 80%

D+

68 – 70%

F

0 – 60%

EPSY 3020 Course Calendar

Mondays 3:35-5:35, Fall 2016

Week # Date Topic Homework Due In Class or Before

Class on HuskyCT This Week

1 Aug 29 Introduction to EPSY (Shawna,

Sarah, and Jen)

Group #1 CCD Visits

2 Labor Day Holiday—No Class

Remember to be working on your HuskyCT training (completing the quizzes) and

(Group #2) keeping your appointments with the Center for Career Development.

There will be no extensions on these assignments.

3 Sep 12 Classroom Management Strate-

gies (Shawna and Sarah)

HuskyCT Quizzes (Sept 10th)

CCD Stamped Resume Draft

TA Time Activities

CR Journal 1: Summer Training

4 Sep 19 Lesson Planning (Desmond

McCaffrey, Center for Excel-

lence in Teaching and Learn-

ing)

*Special TA Time for Projects

Major Project Details Due to TA

(Sept 16)

TA Time Activities

CR Journal 2: Classroom Manage-

ment

5 Sep 26 Values (Karim and Lucia) TA Time Activities

CR Journal 3: Lesson and Project

Planning

6 Oct 3 Social Media, Personal Brand-

ing (Alexa Biron, University

Communications)

TA Time Activities

CR Journal 4: Values

7 Oct 10 MBTI (Monique Negron, Aca-

demic Achievement Center

FYP&LC)

Instructor Midterm Evaluation

Hard Copy Due

CR Journal 5: Social Media and Per-

sonal Branding

8 Oct 17 Sexual Harassment Prevention

and Education (Kathleen Hol-

gerson, Women’s Center)

CR Journal 6: MBTI

9 Oct 24 Diversity (Alana Butler, Athlet-

ics)

CR Journal 7: Sexual Harassment

Prevention

10 Oct 31,

Halloween

Mid-Semester Reflection CR Journal 8: Diversity and Inclu-

sion

11 Nov 7 Active Citizenship —

11 Nov 8 Election Day—Remember to vote!

12 Nov 14 Privilege (Dr. Erik Hines and

Christian Price, ScHOLA²RS

House)

CR Journal 9: Active Citizenship

Thanksgiving Break Nov 20-26

13 Nov 28 Leadership (Jen) CR Journal 10: Privilege

14 Dec 5 Closure Professional Profile Website Link

Final Feedback Conversation with

Instructor (By Dec 9th) - Electronic

Evaluation Competed by Instructor

My EPSY Grade Tracker (Page 1/2)

Engagement & Leadership (40 Points = 40%)

Critical Reflection Journals (25 Points = 25%)

EPSY 3020

Assignments & Rubrics

Due Date Assignment Points Earned

Weekly EPSY & TA Time Contribution _____ / 18 Points Possible

My Activity Due

Date:_____________

TA Time Activity _____ / 2 Points Possible

Weekly

Midterm Eval: Oct 10

Final Eval: Dec 9

FYE Contribution: Assessed by EPSY Instructors

Using Feedback from Midterm Instructor Evaluation

and Final Instructor Evaluation

_____ / 20 Points Possible


Sep 12 Before 3:35 1: Summer Training _____ / 2.5 Points Possible

Sep 19 Before 3:35 2: Classroom Management _____ / 2.5 Points Possible

Sep 26 Before 3:35 3: Lesson and Project Planning _____ / 2.5 Points Possible

Oct 3 Before 3:35 4: Values _____ / 2.5 Points Possible

Oct 10 Before 3:35 5: Social Media and Personal Branding _____ / 2.5 Points Possible

Oct 17 Before 3:35 6: MBTI _____ / 2.5 Points Possible

Oct 24 Before 3:35 7: Sexual Harassment Prevention _____ / 2.5 Points Possible

Oct 31 Before 3:35 8: Diversity and Inclusion _____ / 2.5 Points Possible

Nov 14 Before 3:35 9: Active Citizenship _____ / 2.5 Points Possible

Nov 28 Before 3:35 10: Privilege _____ / 2.5 Points Possible

My EPSY Grade Tracker (Page 2/2)

Major Project—FYE Presentation (15 Points = 15%)

Professional Profile (15 Points = 15%)

HuskyCT (5 Points = 5%)

EPSY 3020

Assignments & Rubrics


Friday, Sep 16 Presentation (or Project) Proposal Signed Off by FYE

Instructor, TA, and EPSY Instructor

Required to Pass

My Project Due

Date:_____________

In-Class Presentation (Or Major Project by Special

Permission)

_____ / 15 Points Possible


Week One or Two by

TA Group Assignment

Week One Groups:

Eric, Bethany,

Xiaoxiao, Stevie, Lau-

rel, Jimmy

Week Two Groups:

Yaraixa, Stephanie,

Sara, Emily, Deep-

inder

Sep 12 (Submit Draft)

CCD Resume Critique and Stamped Draft (Proof of

Participation)

Required to Pass

Dec 5 Professional Website Link Posted on HuskyCT _____ / 15 Points Possible


Aug 25 (Summer

Training Day 2)

Mentor Site Approval and Feedback Required to Pass

Sep 10 Mini Quizzes (Three, One After Each Webinar) _____ / 5 Points Possible (Pass/Fail)

HuskyCT (5%)

What is HuskyCT? HuskyCT is a version of Blackboard Learning Management Systems made especially for the Univer-sity of Connecticut. It's a resource available for no charge to all instructors and students to help stu-dents learn online. Some faculty will use it to teach fully online courses. Other faculty will use HuskyCT to teach about as much as they use in-class time. Others will just use it to support a few important things. And still others might not use it at all. It's your job as a student in each course to understand each of you professors' expectations and to check HuskyCT as necessary.

Most Common Uses of HuskyCT

Exams

Assignment Submission

Grading

Announcements

Sharing the Course Syllabus

Student Discussion Boards

Sharing Course Materials (Like PowerPoint Slides and Handouts)

HuskyCT in FYE In FYE at UConn instructors are encouraged, but

NOT required, to use HuskyCT in their sections to

help students learn to use the resources and to ex-

tend class connections beyond the 50 minutes in

class each week.

The most common tools our instructors use are 1)

announcements, 2) calendars, and 3) discussion

boards.

EPSY Quizzes To make sure you’re prepared to help out with

your section’s HuskyCT site in any way you

and your instructor choose to use it, watch the

series of short webinars on our EPSY HuskyCT

site and take the mini quizzes after each video.

Late quizzes will not be accepted for credit.

Due by September 10, 2016

Engagement & Leadership (40%)

Components

Engagement and leadership is the most

important part of this course because it is

a field experience, not a regular lecture

class. This means that you are going to be

evaluated heavily on active participation

and professionalism in our community,

especially in EPSY and in your role as an

FYE Mentor. The three graded elements

are 1) contributions in ESPY class time, 2)

delivery of an activity in ESPY TA Time,

and 3) FYE performance evaluations

from your FYE section instructor.

EPSY and TA Time Contribution—Weekly

Description of Competency Expectations

Outstanding (A Range)

Good (B Range) Needs Im-provements (C Range)

Unsatisfactory (D or F)

Preparation: Mentor comes fully pre-pared to participate positively in the course and TA Time. The mentor com-pletes all necessary readings, activities, and critical thinking in order to contrib-ute in relevant, thoughtful ways during the meeting times.

The mentor’s meets or exceeds the expectations for the compe-tency. (6)

The mentor comes mostly pre-pared to partici-pate in the course and TA Time. (4)

The mentor comes minimally prepared. (2)

The mentor comes unpre-pared to partici-pate in the class and TA time. (0)

Engagement: The mentor adds to dis-cussions by raising thoughtful ques-tions, building on others’ ideas, synthe-sizing across discussions, expanding the group perspective, and appropri-ately challenging assumptions and per-spectives. In addition, the mentor lis-tens and shows respect for others and comes ready to collaboratively problem solve.


The mentor some-times contributes to discussions in the aforemen-tioned ways. (4)

The mentor in-frequently en-gages or engag-es in ways that aren’t relevant, respectful, or thoughtful. (2)

The mentor never contrib-utes in the aforementioned ways. Or the mentor’s contri-bution lacks respect for oth-ers and/or causes disrup-tions/ distrac-tions. (0)

Professionalism and Maturity: The mentor participates in all EPSY-related activities in a professional, positive manner. The mentor utilizes profes-sional verbal, written, and nonverbal communication. S/he complies with the ethical expectations set out in the Student Code of Conduct and the EPSY mentor literature.


The mentor mostly shows professionalism and maturity when participat-ing. (4)

The mentor sometimes par-ticipates in an unprofessional, unethical, or immature way. (2)

The mentor fre-quently partici-pates in an un-professional, unethical or immature way. (0)

TA Time Activity Rubric—One Activity

Description of Compe-tency Expectations


Good (B Range) Needs Improve-ments (C Range)


The TA Time Activity is specifically tailored for the TA group. The men-tor came fully prepared to lead the activity and was able to critically dis-cuss activity applications within a FYE class. The mentor was also able to answer any questions about the activity impli-cation and application.

The mentor’s activ-ity meets or ex-ceeds the expecta-tions for the com-petency. (2)

The mentor came mostly prepared to present and was able to discuss and answer most ques-tions. (1.5)

An activity was pre-pared for the TA Time, but the men-tor was uncomforta-ble leading and/or unable to critically discuss the activity’s implication and ap-plication. (1)

The mentor came unprepared to inde-pendently lead an appropriate activity. The mentor was una-ble to discuss the activity critically. (0)

FYE Contribution—Weekly

Description of Competency Expecta-tions


Good (B Range) Needs Im-provements (C Range)


Preparation: Mentor comes fully pre-pared to participate positively in the FYE course. The mentor completes all necessary planning in order to contrib-ute in relevant, thoughtful ways.

The mentor meets or exceeds the expectations for the compe-tency. (5)

The mentor comes mostly pre-pared to partici-pate in the FYE course as needed. (4)

The mentor comes minimally prepared. (2)

The mentor comes unpre-pared to partici-pate in the FYE class or has missed numer-ous FYE classes. (0)

Engagement: The mentor listens and shows respect for others and comes ready to collaboratively problem solve. S/he maintains healthy, excellent inter-action with FYE students with the goal of first year student development


The mentor some-times engages in the aforemen-tioned ways. (4)

The mentor in-frequently en-gages or engag-es in ways that aren’t relevant, respectful, or thoughtful. (2)

The mentor never engages in the aforemen-tioned ways. Or the mentor’s engagement lacks respect for others and/or causes disrup-tions/ distrac-tions. (0)

One-on-One Meetings: The mentor timely and professionally conducts all required 1-on-1 meetings with FYE stu-dents and instructor.


The mentor con-ducted most of the meetings in the aforemen-tioned ways. (4)

The mentor con-ducted some of the meetings in the aforemen-tioned ways. (2)

The mentor did not attend all required meet-ings or was un-professional or not timely. (0)

Professionalism and Maturity: The mentor participates in all FYE activities in a professional, positive manner. The mentor utilizes professional verbal, written, and nonverbal communication. S/he complies with the ethical expecta-tions set out in the Student Code of Conduct and the EPSY mentor litera-ture.


The mentor mostly shows professionalism and maturity when participat-ing. (4)

The mentor sometimes par-ticipates in an unprofessional, unethical, or immature way. (2)

The mentor fre-quently partici-pates in an un-professional, unethical or immature way. (0)

Prompt

Each week you will get a reflection prompt on HuskyCT after ESPY ends, due before the next class

begins. When responding always answer “what?”, “so what?”, and “now what?” using appropriate

academic professionalism. There is no rigid word or page limit/requirement. But an average re-

sponse will be about two pages double spaced in 12 font Times New Roman.

Critical Reflection Journals (25%)

EPSY Critical Reflection—10 Reflections Description of Competency Expectations


Good (B Range) Needs Improvement (C Range)


What? (Coherent Summery) (15%): The reflection’s summary should be thorough and concise, taking up no more than 1/3 of the writing. It should include only meaningful details. And it will explain not only the content of the lesson, but also the purpose.

The reflection meets or exceeds the ex-pectations for the competency.

The summary is no more than 1/3 of the writing, but it does not explain both the content and purpose of the topic covered.

The summary is vague, too long, or filled with un-necessary details that distract form the reflection and application.

The reflection does not summa-rize the topic.

So What? (Critical Reflection) (40%): The critical reflection should take up at least 1/3 of the writing. It should con-sist of original analysis that makes rele-vant connections and/or helps readers interpret the topic in a way that goes beyond the obvious. It answers the question “so what?” by interpreting implications, reactions, or connections that they otherwise not have recog-nized.


The critical reflec-tion element is substantial origi-nal analysis; how-ever, it does not fully demonstrate why the topic is important to con-sider in the con-text of the Mentor role and beyond.

The critical reflec-tion element is either too short or doesn’t go much beyond register-ing a gut reaction to the topic.

The writing does not include sus-tained critical reflection.

No What? (Field Application) (35%): One of the most important goals of a field experience course is to challenge students to take classroom learning and apply it to real-world situations. The reflection should demonstrate that the student not only recognizes the potential implications of the topic for their role as a Peer Mentor, but also indicates a relevant, achievable goal.


The writing in-cludes a full elabo-ration of general application; how-ever, it remains generalized, lack-ing specific logical next steps for the student.

The writing in-cludes only a vague description of how this topic might go from theory to practice.

The reflection does not include sustained consid-eration of field application.

Professionalism (Organization and Mechanics) (10%): The writing should be clear, engaging, and contain no ma-jor spelling or grammatical errors. It should illustrate a clear progression of thought a include basic elements of professional communication such as a body, an introduction, transitions, and a conclusion.


The reflection has the elements of an academic paper; however, it lacks some transitions or contains gaps in logical sequencing and may include a couple of minor errors.

The reflection lacks some of the basic structural elements of writ-ing, and/or there are numerous errors in the writ-ing or formatting.

The reflection is sloppy and dis-connected, lack-ing clear order. And/or the writ-ing has numer-ous errors that make it difficult to read.

Major Project—FYE Presentation* (15)

Option 1: FYE Mentor In-Class Presentation Topic/Date/Location of Presentation (10%) Submit to TA Due: Friday, September 16, 2016

Lesson Plan Submission (20%) Submit to TA one week prior to presentation date. Schedule a meeting with TA one week before presenta-

tion date to go through lesson plan. Meaningful revisions were made to presentation and

content based on possible feedback provided from TA.

Presentation Elements (30%) Incudes initiation, objectives, activities, and closure

Objectives: Informed students of what they would learn as a result of the presentation

Initiation: Transitioned the students into the topic that was being presented

Activity: There was an activity that engaged the group one-on-one, in small groups or as a large group

Closure: Provided a conclusion to the presentation, including a review of the objectives

Prepared with materials needed for presentation (PowerPoint, Prezi, dry erase markers, handouts, elements of activities)

Content presented was relevant to first year students, covered in a thorough manner, and appropriate for the amount of time.

Facilitation Skills (30%) Appropriate use of time (at least 50 minutes) Pace was appropriate for execution of lesson plan Engaged students (eye contact, use of individual stu-

dent names) Spoke clearly and effectively Activity was facilitated with success and engaged all

students Transition between different elements of the presenta-

tion were smooth Debrief, including a question and answer, concluded

each activity or element of presentation Use of materials were complementary to the presenta-

tion and the topic

Follow Up (10%) Contacted the grader/observer within one week of the

presentation to set up a follow up meeting Met with the grader/observer to evaluate and discuss

presentation

Option 2 (By Special Authorization Only): FYE Mentor Project Topic/Date/Explanation of Project (10%) Submit to TA Due: Friday, September 16, 2016

Project Outline (20%) Submit to TA two weeks prior to presenting/executing project

with FYE class Schedule a meeting with TA two weeks prior to presenting/

executing project with FYE class to go through the project outline

Meaningful revisions were made to project outline and content based on possible feedback provided from TA

Learning Outcomes (10%) EPSY Instructor and FYE Mentor will select three Learning

Outcomes for the project Selected three learning outcomes that are repre-

sentative of the project and the learning goals of EPSY

Successful execution the learning outcomes of the project

Project Elements (50%) Project topic was appropriate for first year students and reflect-

ed the learning objectives for FYE Student selected a project topic that added a unique opportuni-

ty for FYE students to participate in Project contributed effectively to the learning experience for

FYE students Project actively engaged all members of the FYE class Project execution was innovative, creative and meaningful

TA and FYE Mentor will select three specific tasks/details

of the project that will be graded (these tasks/details should be imperative components of the project)

1: 2: 3:

Follow Up & Reflection (10%) Contacted TA within one week of the project completion to

set up a follow up meeting Met with TA to evaluate and discuss the outcomes of the

project

Professional Profile (15%) The Professional Profile asks you to think critically about who you are as a leader, your larger goals, and how you are

presenting or packaging yourself professionally to the outside world. This assignment provides you a chance to start

crafting your professional persona so that you are ready to take advantage of professional growth and employment op-

portunities as they arise both here at UConn and in the larger world.

The profile is a multiple-part assignment, with elements due at varying time during the semester (see syllabus).

Résumé Assignment (2 Points): The Center for Career Development (http://www.career.uconn.edu/) and First Year Programs & Learning Communities have established a collaborative partnership in an effort to introduce first-year stu-dents to Career Services and the importance of creating a résumé early in your college career. While you already have a résumé, this assignment allows you to continue refining your resume: 1) update your résumé, (2) attend a résumé cri-tique based on the date assigned to your TA group, and (3) submit your stamped draft and critique notes. Due date for the CCD-stamped resume is September 12th.

Professional Website (13 Points): The cumulative project for this course requires you to create your own Wordpress

website at https://wordpress.com/. This site is meant to be a professional statement of who you are, framed through a

lens of your professional goals for the future.

Please note: While you are required to create a professional site, you are not required to publish it or make it otherwise

public.

Components of the Website:

Revised Resume, which includes updated information based on the skills and experience you received through EPSY

and mentoring.

Leadership statement – using your journal entries, create a comprehensive leadership statement that details who you are

as a leader and what you value most professionally.

StrengthQuest and MBTI – beyond just listing your five strengths and your MBTI results, reflect on the practical applica-

tion of your strengths and what this means in terms of what you have to offer an employer or organization.

Three unique components – beyond the components that we have required, add three other things to make your profile

unique. Possible additions include a welcome video, links to other web-resources you’ve created, link to your

LinkedIn site, or a portfolio of your work. Be creative, based on what you are trying to highlight about yourself.

Due date for the final website link is December 5th. See attached grading rubric.

http://www.career.uconn.edu/

https://wordpress.com/

Professional Profile (15%)

EPSY Professional Profile—Final Project Description of Competency Expectations Outstanding

(A Range) Good (B Range)

Needs Im-provements (C Range)

Unsatisfac-tory (D or F)

Resume Assignment: A well-tailored, one-page professional resume was posted that includes skills and experiences gained from peer mentor-ing. This final draft was substantially revised based on notes taken during the September peer editing session.

The resume meets or ex-ceeds the ex-pectations for the competen-cy. (2)

The resume was mostly tailored and revised, with a few excep-tions. (1.5)

The resume was minimally edited and tailored. The peer mentor-ing experienc-es were not effectively in-cluded. (1)

The peer mentoring experiences weren’t in-cluded or the resume wasn’t pro-fessional or useful as presented. (0)

Leadership Statement: The leadership statement is detailed and uniquely tailored to highlight the individual’s experience and future professional direction.

Statement meets or ex-ceeds the ex-pectations for the competen-cy.(4)

Statement mostly ful-filled expecta-tions, with a few excep-tions.(3)

The statement was minimally tailored and detailed and wasn’t effec-tive. (2)

The state-ment was-n’t detailed or tailored and wasn’t effective. (0)

SQ/MBTI Assessments: Beyond just listing the Strengths Quest and MBTI results, the mentor dis-cusses what the results mean in terms of what the mentor will bring to a future job or experience. This discussion adds to the overall effectiveness of the website in professionally marketing the men-tor.

The discussion meets or ex-ceeds the ex-pectations. (2)

Discussion was mostly effective at identifying the larger ap-plication of results. (1.5)

There was a minimal dis-cussion of the results’ appli-cation. (1)

There was-n’t a discus-sion of the results. (0)

Three Unique Components: The three unique components obviously add to the overall effective-ness of the website, including: bringing in addi-tional facets of the mentor’s background/ experi-ences, personalizing the site, demonstrating skills that the mentor has, or advancing social network-ing capabilities.

The unique components meet or exceed the expecta-tions for the competency.(2)

The compo-nents were mostly effec-tive. (1.5)

The compo-nents didn’t obviously add to the overall effectiveness. (1)

Unique components were miss-ing and/or added no value to the website. (0)

Overall Effectiveness and Cohesion: Website is professional and highly effective for promoting the mentor. The site is attractive and organized in a thoughtful way. There are no technical or gram-matical problems and taken together, there is a high level of overall profile cohesion.

The website meets or ex-ceeds the ex-pectations for the competen-cy. (3)

Website was professional and cohesive, but could have benefit-ed from some revisions. (1.5)

The website didn’t fully work as it is currently con-structed. (1)

The website would be detrimental to the men-tor if pub-lished in its current state. (0)

EPSY 3020 First Year Experience Peer Mentoring · provide student leaders with knowledge and...

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