Many Opportunities to Make a Difference Mentoring Students
As a Jesuit institution, one of the primary ways Fairfield supports our students in their own growth and development is through mentoring. Mentors accompany our students as they journey through their college experiences. Mentors are there to be present, create a safe and trusting space, facilitate ‘real’ discussions and reflections among students, and offer their own perspectives and struggles about living an authentic life.
Fairfield alumni, graduate students, friends, faculty, and staff generously serve as mentors. Some opportunities require more time commitment than others, but all offer a fantastic way to connect with Fairfield and be part of an amazing period in our students’ lives.
Selection and placement of mentors is now beginning and will be ongoing until positions are filled for each program.
A Community Associate (CA) in the First Year Experience (FYE) program works closely with the Department of Student Programs & Leadership Development and a New Student Leader (NSL) to assist first-year students in meeting their educational, interpersonal, spiritual, and social needs.
The CA is responsible for co-facilitating a weekly 50-minute FYE fall seminar. Their NSL partner is usually a sophomore, junior, or senior that assists in the facilitation of the seminar while serving as a peer academic advisor outside the classroom to help students with core registration and academic advising.
For more information visit the CA position description or contact Kamala Kiem, Assistant Dean of Students, Director of Student Programs & Leadership Development, at email@example.com. Deadline: June 10, 2013.
Sophomore Residential College Mentor
The mentoring communities program is one of the key experiences in our sophomore residential colleges. These small communities of one adult mentor and 7-8 students explore students’ sense of vocation through an overnight retreat each semester, engaging in monthly conversations and activities, reflecting on key questions, journaling, and sharing personal experiences. These mentoring communities are a central component to the University’s strategic plan that includes a focus on the question of vocation for sophomore students through the integration of living and learning.
Cura Personalis Mentor
The Cura Personalis Mentoring Program (CPMP) provides first-year students of color and first-generation college students with a peer mentor and a faculty/staff mentor. While the focus is helping those particular populations, the program is open to all first-year students who express an interest. Faculty/staff mentors assist two first-year students with their transition from high school to college by meeting on a monthly basis with their mentees. As the name of the program indicates, mentors are encouraged to support mentees not only academically, but also socially, emotionally, and spiritually. For more information visit the CPMP site or contact Chrystie Cruz, Assistant Director of Student Diversity Programs, at firstname.lastname@example.org.
Students talk about the positive impact of a Community Associate:
- “Every week our CA tried to find a way to incorporate something about WiSTEM (Women in Science, Technology, Engineering, and Mathematics) into our lesson. She was and still is a great support and role model for me and the girls and I'm so happy I was paired with her.”
- “The CA is very supportive in my academic interests. I feel like he would be able to help me in any way possible if I begin to do poorly in any class. I am glad to be able to have someone to help me out when I am stuck in a rut.”
- “My CA has been an overall supportive and great person that has helped me immensely in my adjustment to college.”
- “She goes above and beyond to be a resource to her first-year students and to mentor her New Student Leaders. Every meeting, she asked us how we were doing and actually wanted to know! She gave us advice and let us talk about what was going on in our lives.”
- “He was really supportive of me and my co-New Student Leader. He was so organized which really kept us on top of everything we needed to get done. I know his students felt like they could count on him if they needed him. At the end of the semester he taught them ways to build their resume in college which I think is really important.”