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Mentor Orientation:
Please read all of the sections under the Mentor Orientation and fill out the RSVP form that lets us know that you have completed the orientation. If you have any questions please let us know.
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What is the PNMGC?
The Project For New Mexico Graduates of Color (PNMGC) is a student based organization that is working to build community among historically underrepresented groups in graduate school.
The PNMGC aims to increase the retention of students of color through providing academic, social, cultural and emotional support, and to ultimately build a more diverse population within the University of New Mexico graduate and professional programs.
The PNMGC was founded during the 2002-03 academic year by a group of UNM graduate students who recognized the need for an organization that could provide them with the many levels of support they needed.
The Project For New Mexico Graduates of Color (PNMGC) is a student initiative under the Office of Graduate Studies (OGS), funded by the Student Fees Review Board (SFRB) for the 2003 – 04 academic year. The PNMGC is governed by a Steering Committee made up of at least five graduate students, a faculty member, and an OGS representative. As a graduate student led organization, the PNMGC Steering Committee will maintain a student majority at all times. The Steering Committee’s regular meetings are always open to student input. SFRB funding has enabled the start-up of the program, including the employment of two Graduate Project Assistants (PA’s) who manage the mentoring program. Additionally, the role of the PA’s is to assist mentors and mentees throughout the year through regular communication and at ongoing PNMGC events.
Other special programming includes; undergraduate outreach initiatives, dissertation, thesis and comps workshops, monthly social hours, monthly brown bag lunches, end of the year social event and the sponsoring and promotion of cultural events.
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Why is Peer Mentoring Important?
The practice of mentoring dates back at least 2700 years to the time of Homer, and has proven to play a significant role in the success of many peoples’ lives throughout history. In academia, mentoring has been a way for the experienced to guide the less experienced in an attempt to improve retention and graduation rates. Mentors can take on the role of a confidant, advisor, role model, guide, coach, friend or teacher. The act of mentoring is simply a way of ensuring that some one cares about a student’s success and is willing to offer support in the often overwhelming academic setting.
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| How the Matching Process works
The matching program has been designed to allow graduate students an opportunity to pick a mentor they think will best match their interests. In order to find the best match, students need to visit biographies section of our website. Biographies of mentors are anonymous, and house only the pertinent information that will allow students to choose a mentor. This type of matching process allows students to make their own decision, and have more control over the kind of mentor they wish to work with. Mentor biographies are separated according to their field of graduate and professional study.
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What is a peer mentor?
A peer mentor is a resource, a helping hand, a sounding board, and a referral service. The job of a peer mentor is to provide support, encouragement, and information to graduate students across the university. Students who have completed two full semesters of graduate school are encouraged to become peer mentors. Peer mentors will ideally serve as both personal and professional support for the students they mentor. Part of your job as a peer mentor will be to serve as a sounding board for problems and worries. You possess the ability to provide basic advice or recognize the need for additional assistance. Peer mentors will NOT be expected to be equipped to deal with psychological crises, resolve disputes with advisors, and other personal or degree-related issues beyond their training and expertise. A referral service for such issues, however, is in place. Finally, a good mentor should be familiar with department rules and procedure, or be able to direct the student to someone who can properly address their concerns. This handbook is designed to help you meet each of these needs for the students you mentor. |
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Commitment
Students who wish to become peer mentors are asked to commit to mentoring one student for at least one year (fall and spring semester). If you would like to work with more students we will be happy to arrange it.
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Availability
Peer mentors are encouraged to be available in multiple ways, including offering students your email address, office location and phone number, and home phone number. The boundaries for home phone calls can be set by each individual peer mentor (for example, someone with young children may not want to be called late in the evening, etc.). Basically, peer mentors will be asked to be accessible during reasonable hours for most business, and at other times for emergencies only. |
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Communication with PA’s and other peer mentors:
It will be necessary for all peer mentors to stay in touch with the PA’s and, as much as possible, with the other mentors. Peer mentors and PA’s should check-in once a month. This can occur by e-mail, by appointment, at PNMGC activities or as otherwise arranged. Each peer mentor is encouraged to also join the peer mentor “listserv” in order to stay updated and connected. The project assistant will keep ongoing communication with each peer mentor and will be the main point of contact for all peer mentors whenever questions may arise. |
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Confidentiality:
Students will be encouraged to come to peer mentors for any issue they would like to discuss, and these conversations will remain confidential. The peer mentor training will provide additional information on confidentiality. However, there will likely be occasions when a problem arises that the peer mentor is not equipped to deal with. These cases include psychological crises, major problems in the degree process (such as severe difficulties with an advisor), situations requiring the aid of a trained counselor, or any other case in which the peer mentor feels is beyond his or her expertise. If a student is in danger of harming his/her self or someone else is in danger then, confidentiality must be broken. In such cases, the peer mentor will consult with the student about his or her options, and should consult with the project assistants and/or contact the 3rd party crisis line at Counseling and Therapy Services (CATS) located at the Student Health Center, ( please see the “Resources” page for more information). It is up to the students to decide if they are OK with proceeding in this way. If they are, they will need to give the peer mentor permission to disclose any identifying or situational information to the outside source. |
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Self-Care:
Knowing your own personal boundaries is important when being a mentor. Your role as a mentor should never prohibit you from doing well in your academics, health and/or personal life. Be honest with yourself and your mentee about your time, emotional and mental availability. You are not helpful if you are not taking care of yourself. KNOW YOUR BOUNDARIES! |
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Reciprocity:
To be a mentor to someone else is a selfless act of generosity. Your relationship with your student should be reciprocal, where both mentee and mentor are giving and receiving respect and support. When this relationship becomes one-sided this can be harmful to the parties involved. A mentor/mentee relationship should be reevaluated when there is a lack or respect of each other’s time and support for each other’s needs. Although as a mentor you should never expect to be on the receiving end of the service you are providing, when mentoring is done well and with good intentions you will have a fulfilling and gratifying experience while building life-long friendships. If you do feel discontent with the experience it is important to speak with a project assistant.. |
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Faculty as a Resource:
Faculty plays a large role in the success and future of a graduate/doctoral student. Whether it be for academic advice, references, committee membership, or career, grant and fellowship opportunities, faculty can be a much needed resource. A useful resource to provide to your mentee is a connection with a supportive faculty member. Inform the faculty member of PNMGC’s mission and objectives. This is a great place for your mentee to begin building a strong network.
Counseling and Therapy Services (CATS):
The purpose of CATS is to provide UNM students with psychological and psychiatric support services to help them function successfully in their academic lives. When students are faced with excessive stress or difficult personal problems, professional support may be helpful, or necessary.
As peer mentors, you may have questions about what to do in a certain situation that goes beyond the boundaries of your relationship. If you have any questions about referral or course of action there is a 3rd party crisis line at CATS that you can call to seek assistance. Ask for Dr. Carol-Wagner directly at 277-4537 or if unavailable request to speak with the on-call therapist. They will help you with working out or processing a situation and they can also help you brainstorm ideas. CATS also offers walk-in hours from 8-5PM.
You are also asked to contact PNMGC Project Assistants with any questions in relation to situations you are not able to deal with or do not know how to approach. Project Assistants are here to assist you with any questions you might have in relation to any of your duties as a Mentor.
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PNMGC Project Assistants
| Christopher Ramírez, PA |
277-7397 |
| Lisa Tsuchiya, PA |
277-7397 |
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