Embedded Files
2025-2026
2025-2026
Why I Became a Peer Mentor
Why I Became a Peer Mentor
I decided to become a peer mentor because I wanted to give new students the same kind of guidance and support that helped me when I first started at Dominican. Transitioning into college can be exciting but also overwhelming, and I know how valuable it is to have someone who listens, answers questions, and helps you feel connected on campus. Being a peer mentor allows me to share what I’ve learned about balancing academics, work, and personal life while helping others build confidence and community. I also try to create a space where students feel comfortable being themselves, asking questions, and knowing they’re not alone in their experiences.
Through this role, I’ve been able to plan events, check in with students regularly, and support them in both big and small ways, whether that’s helping them navigate resources or just being someone they can talk to. It has also helped me grow as a leader, strengthening my communication, empathy, and problem-solving skills. Overall, being a peer mentor has been really meaningful for me because I’m not only supporting others, but also continuing to learn more about myself and the kind of leader I want to become.
Navigating College
As Navigating College mentor, I worked alongside integrative coach Christina Mayes on a Navigating College: Study Skills class, a course designed to help students successfully transition into college and build important academic and life skills. The class focused on areas such as life balance, time and stress management, goal setting, and accessing campus support resources. We also emphasized communication skills, including adult communication, self-advocacy, and building community. Students worked on developing and launching their digital portfolios while reflecting on their identity and personal growth. In this role, I helped facilitate activities, lead discussions, and engage students, strengthening my leadership, mentorship, and communication skills.
I also co-led an interactive class session titled “Understanding Love Languages, Healthy Relationships, and Safe Sex”alongside a peer mentor. The session focused on helping students better understand different ways people express care and affection, recognize the difference between healthy and unhealthy relationship behaviors, and build awareness around consent and safe practices. We engaged students through activities like a “Red Flag or Green Flag” discussion, group conversations, and a love language assessment to encourage reflection and open dialogue. This experience strengthened my ability to facilitate meaningful discussions, create a safe and inclusive environment, and communicate important topics in a relatable and engaging way.
Where I’m From Poem Activity
Where I’m From Poem Activity
I worked alongside a fellow Peer Mentor to lead a class activity centered around the “Where I’m From” poem, adapted from Levi Romero’s template. This session encouraged students to reflect on their personal backgrounds, including memories, cultural influences, family connections, and the experiences that shape who they are. Through guided prompts, students explored both positive and challenging aspects of where they come from and expressed their identities in a meaningful, creative way. The activity created a supportive and open environment where students felt comfortable sharing their stories and connecting with one another. This experience strengthened my ability to facilitate reflective discussions, build community, and create spaces where students feel seen and heard.
Event Planning Committee
Event Planning Committee
I co-organized and hosted a “Study Snack Break” event in the Student Success Center to support students during a busy academic period. The goal was to create a low-pressure, welcoming space where students could take a short mental break, recharge, and feel encouraged. We provided snacks, motivational stickers, and interactive activities like writing positive affirmations on sticky notes and engaging with a gratitude jar filled with uplifting messages. The event encouraged both self-reflection and peer support, helping students manage stress in a simple but meaningful way. Through this experience, I contributed to fostering a supportive campus environment while strengthening my skills in event planning, student engagement, and creating inclusive spaces.
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