1. Peer Led Mentoring at NNMC Findings and Recommendations
Instructor: Tobe Bott-Lyons
Student Mentors: Estrella Gutierrez, Martha Tenerio, Amberly Salazar, Ammera Vigil, Miquella Espinoza, Adrian Infante Solis

2. Introduction to peer-led mentoring
Peer-led mentoring refers to upper class students who work with students a year or so behind student mentors to create workshops that will: benefit student academic performance, student satisfaction, student engagement, and student persistence.
Peer-led groups will create a focus group with-in the STEM student population to gather information that pertains to their: concerns, needs, and ideas.
Also providing: emotional support, study groups, social connections, student achievements and students goals.
The NNMC student peer-led program began as a work-in- progress at the start of Spring We came into this group unsure of where to begin. Through planning and shared ideas, we established a focus group within the STEM students.
In the following slides, you will find Key ideas pertaining to:
First Year Students and Sense of belonging
Focus group findings
Attitudes towards science and chemistry
Challenges facing seniors anxiety
Career readiness workshops

3. First Year Students and Sense of Belonging
Better Advisement to increase sense of belonging and student retention at NNMC
Advisers providing more thought out academic plans for new incoming students
Annual meetings with students and their advisers
More information and availability for students regarding programs offered to students

4. Student Mentors
First Year & Pre-Program Students- Advisement should help or create student mentors who could assist advisers and students in all other academic problems that unfold throughout their academic career at NNMC
Student mentor and student relationships can lead to more student sense of belonging and retention at NNMC

5. Focus Group Findings
The purpose of the focus group was to get more information about what students in the STEM program liked or disliked regarding their specified program.
The focus group that we held was also designed to take into consideration the comments, thoughts, and concerns of students, in the program in order to offer additional suggestions to contribute to making the STEM programs better for current and future students.
What we found from conducting the focus group was how happy the students were about their programs. They were well satisfied with the current programs and had little suggestions on how to improve it, because they all enjoyed their programs. This was very good to find out, because it shows that the program is working well.

6. Cont. Focus Group Findings
Student’s seemed content with the STEM programs at Northern over all. Students did express concerns about not having all or enough courses offered for their program which had lead them to feel like they were wasting time and money and felt uncared for by the college.
Students suggested that more courses be offered for their program, as well as workshops to be offered that would help them with creating resumes, cover letters, and GRE prep.
Another suggestion that the students made was having chemistry tutors with better tutoring hours, because the majority of the students had jobs that wouldn’t allow them to make it to meet with the tutors currently available for chemistry.

7. Attitudes Towards Science
My senior project this semester was about attitudes towards science. What I learned from conducting my research was that positive attitudes towards science led to the possibility of students being interested in pursuing a STEM degree.
What I also found from my research was that there were students who either were interested in STEM but did not know much about it and wanted more information, as well as other students who did not know anything about STEM.
The information that came from my research I feel is valuable to Northern New Mexico College, because since there was students who were interested in STEM, but knew very little and other students who had no idea what STEM was, if Northern did more to inform students about STEM it would be quite likely that more students would join the program and pursue a STEM degree.

8. Anxiety and Depression: Senior Year (Marathon, not a sprint)
At this point in a students life, all the student can think about is the countdown to when school is about to be over.
Concerns are brought up, as the student worries that if they don’t pass certain courses their life will be ruined.
How can one help?
Easy access to any source of education that the student might need.
Students activities: BBQ, Volleyball tournament, Chess Tourney, Senior Day.
Workshops for seniors ensuring that college is a Marathon, not a sprint.

9. What can Staff do to help the Anxious Senior?
Advisors taking any opportunity they can to get rid of any doubts, when it comes to graduation.
Advisors making sure that there is no mistake when it comes to the amount of classes they will need the last couple of semesters and exactly what classes should be offered that semester.
Clear and concrete statements when it comes to what classes the student needs to take in order to receive their perspective degree in the most productive way.
And remember, it’s a marathon, not a sprint.

10. Upper Division Students Stressors
Course offerings
Graduation plans
Advisor/Advising Stability
Update Degree Plan every end of semester
Students not knowing what to do what their degree (options knowing what to do with their major degree offers.)

11. Workshops

12. Career Preparation Offered 2-3 times a semester
Required of seniors to go to one workshop
Covering topics such as leadership, work ethic, self-confidence and constructive criticism
Soft and essential skills
Career exploration in the persons degree program
Resume and Cover Letter , Do’s & Don'ts
Understanding the process of networking
Interview tips
Resources for job postings

13. Graduate School
Offer a workshop 2-3 times a semester former and current students may attend
Cost: How will I pay for school?
The Application Procedure
Post-Graduate School Employment: Where do graduates of the program typically find work
The benefits of graduate school
Workload and lifestyle in graduate school
Visit the campus of your choice
GRE and other grad school examinations needed

14. Ready for the next step