Why Deep Learning is Better than Shallow Achievement


Not many people associate failure with success, and there’s a good reason for that. Failure often means inadequacy or a lack of preparedness. However, failure also means something else. It means you’re trying, learning, and growing. It means you’re stumbling your way to expertise. And really, there is no route to expertise that doesn’t involve a few pitfalls. As a toddler, I didn’t just wake up one day knowing how to speak perfect English. I would butcher subject-verb agreements, I would misuse tenses, and I would mispronounce several words. In fact, before grasping the phrase “Will you hold me?” I simply looked at people and said, “Hold you me.” But since then, I’ve developed a firm grasp of the English language, so much so that I went on to study English in college. But here’s the funny thing about college: it takes what you think you know and turns it on itself. All of a sudden, my firm grasp of the English language wasn’t so firm. Sure, I could speak and write and read it, but I couldn’t interpret or manipulate the language like an expert. I still needed to try and learn and grow. I still needed to stumble.

And I’ll admit – stumbling through something is not easy. Actually, that’s a lie. The stumbling part is very easy. It’s the picking yourself back up and telling yourself you’re not a failure that’s not so easy. But why is that? Why are we so quick to label ourselves failures after one mistake? One bad grade? One less than perfect experience?

For me, it was because my identity was tied to my grades. If I didn’t get A’s, I was an incomplete and imperfect person. If I didn’t get A’s, I wasn’t good enough to mingle with those who did. If I didn’t get A’s, I wasn’t an expert. But since my time in college, I’ve noticed a few flaws in my logic, the first being this: you don’t go to college as an expert. The classes you take are meant to teach you things, to introduce you to new concepts, to challenge your belief systems. If you’re getting A’s in those classes from the very start, there’s a good chance you’ve already learned those things, been introduced to those concepts, and survived an assault on your beliefs. And if that’s the case, why are you in those classes? Why are you using college to reinforce what you already know when you could be using it to learn something new? Why are you strategically choosing A’s when college is about a deeper kind of learning? The kind that requires real sacrifice. The kind that tests your limits. The kind that leaves you spent but still hungry for more.

And college is the perfect place to be hungry. Sure, you have plenty of dining halls to keep you in pizza and frozen yogurt, but you also have this awesome buffet of courses and experts and opportunities just waiting for you to take advantage. So please – for yourself and for everyone else not quite so lucky – take advantage of your education. Take classes that interest you, even if they’re “harder” than most. Go after that internship even if you’re told you have a snowball’s chance in Hades. Ask questions even when you think you have all the answers. 

But most importantly, don’t be afraid to fail. Because if you’re not failing, you’re not learning. And if you’re not learning, you’re not growing. And if you’re not growing, you’re not doing college right. 

Fail. Learn. Grow. Don’t squander deep learning in favor of shallow achievement. That “A” on your transcript means nothing if you can’t articulate and apply the knowledge obtained on your journey to scholastic perfection. So obtain the real knowledge, ask the hard questions, do the even harder work, and stumble your way to success. 

“It is impossible to live without failing at something, unless you live so cautiously that you might as well not have lived at all – in which case, you fail by default.” – J.K. Rowling

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“Hi, I’d Like to Change My Schedule…”


Here in Academic Support and Advising, we’ve heard this phrase rather frequently over the last few weeks. In fact, it’s become the typical greeting of first-year students, usually followed by some version of “Well, I’m going to be a Marketing major, so I don’t really understand why I’m in a history class.”

And I get it. It makes sense for students to want to jump right into their prospective degree programs – after all, taking those introductory courses is often the key to figuring out if you’re on the right path. But what I like to help students realize is that these “other” courses – the ones assumed to have no connection to the schools of Business, Communication, or Education – are anything but peripheral.

So at this juncture in the conversation, I usually start talking about Elon’s Core Curriculum and the benefit of a liberal arts education – a phrase so negatively associated with unemployment that it’s almost always greeted with skepticism. But here’s the thing: I have TWO liberal arts degrees, and while I haven’t been in a steady career for the last 25 years, I did land a job right out of graduate school at the ripe ‘ole age of 25. And I have my degrees – and their wonderfully transferable skills – to thank. But before reaching for the archaic adage of “If I can do it, you can do it, too,” I try to meet first-years where they are, articulating what I believe are the most important values of a liberal arts education.

A Strong Foundation

I encourage new students to complete their first-year foundations in a timely manner since these courses teach the invaluable skills of careful reading, persuasive and effective writing, quantitative analysis, and cultural sensitivity. And as many students have attested on Elon’s Are You Ready? website, these skills are critical to future success, both in and outside the classroom. For more information and some great student testimonials, check out this link: http://blogs.elon.edu/areyouready/core-curriculum/

Strategic Curiosity

I try to explain the Core Curriculum in a way that makes it seem less like an obligatory checklist and more like a streamlined way to explore additional interests while supplementing primary ones. Because in all honesty, there’s nothing a student will study in Elon’s Core Curriculum that can’t be applied to a major outside the Arts and Sciences. And believe me when I say I’m not just parroting some script in the advising center. I really do see the value in these courses, and lucky for me, so do Elon students. In fact, here’s what one Elon 101 TA had to say when asked to assess the applicability of Elon’s Core Curriculum to various degree programs:

1. THE 125 “Acting for Non-Majors” would help a Strategic Communications major by helping the student learn to interact with other people as an actor interacts with other cast members and learn to put oneself into another mindset, as they would a character they are acting out, to better communicate with different types of people.

2. HST 221 “The World in the 20th Century” would help an Education major because the student could integrate relevant topics from that century into their teaching and lesson plans when they go on to teach or it could help the student decide what interests him or her and what they want to specifically teach as they pursue a career in education.

3. PSY 111 “Introduction to Psychology” would help a Finance major because it could teach the student how the mind works and what motivates people to do things, which that student could apply to the use of money. Furthermore, it could also help him or her because it would teach them how to work with people based on the way they think.

4. BIO 106 “The Science of Life” would help a Philosophy major because it could help them think deeper into things that can be explained by science and to apply that when thinking philosophically about things that occur in the world; in other words, it could give the student a different way to look at the topics they examine through a philosophical lens.

Transferable Skills

I remember back in undergrad – after deciding to major in English – hearing a never-ending conga line of “So, what are you gonna do with that? Teach?” For a while, I prided myself on responding to said question with a big, resounding “NO!” Because let’s face it: what 18 year-old wants to seem cliché? But all it took was one semester as a TA for one of Stetson’s most beloved English professors, and I was hooked. Not only did I go on to get my B.A., but I added on a Master’s degree for good measure, and this fall, I’ll be trying my luck at Ph.D. applications. But what I love most about my degrees is that instead of opening one door, they opened several. They provided me with so many skills – from interpersonal communication to cultural sensitivity to research to editing to marketing (you get the picture). They gave me a chance to explore. To ask “why.” To cultivate my own answers to universal questions. To consider different and often challenging perspectives. To grow.

So instead of confining themselves to a checklist of peripheral obligations, I charge Elon’s class of 2018 to make the most of our Core Curriculum, using these courses to their inquisitive advantage. College is a temporary investment, but its return lasts a lifetime. Don’t squander the limited time you have to explore, because as J.R.R. Tolkien famously writes, “Not all those who wander are lost.”

- Maggie

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Summers, Schedules, and Smitty’s


Two summers ago, I found myself in the midst of something unexpected. After designing a new system for first-year registration, my boss at the time stepped down from his position, leaving the new system’s implementation in some very nervous hands, mine included. At the time, Stetson was eager to build student agency, capitalizing on the university’s commitment to personal and social responsibility. Naturally, it seemed fitting to begin this process with students before they even arrived on campus, and so it was decided that first-years – in becoming responsible agents over their own lives – would play a significant role in building their first-semester schedules. In other words, advisors would register students for two of their four classes (usually a First-Year Seminar and a course in their major), and students would register themselves for the remaining two courses (usually a Math or English course and a general-education requirement). A 2+2 system, if you will.

Though taxing and sometimes unpredictable, the new system was ultimately a success, and come October, it was very nice to work with a first-year class who already knew the ins-and-outs of registration.

This summer, though still consumed with schedules, will be a bit different. Starting today, I’ll be assisting many others in my office as we build schedules for Elon’s incoming class of over 1500 students. Graciously, my fellow advisors have eased me into the process with bribery, allowing me to work with intended Arts & Sciences majors, particularly those with interests in English, History, and the Social Sciences. They know me so well…

Additionally, our advising guru – aka, the person everyone goes to when they have a question – has put together a fantastic cheat sheet for building schedules. Trouble is, I’ve never been through this process apart from standardized drop/add and preregistration procedures. So while building schedules is nothing new, the thought of building schedules for 1500+ students based on rules and regulations that can’t be memorized (due to their sheer number) has me feeling like a very small fish in a very large pond.

Regardless, here’s hoping the process is relatively painless. And whether it is or isn’t, I know one thing to be true. Once schedules are released, I will be rewarding myself with one of the best things Elon has to offer: Smitty’s ice cream.

Until then!

- Maggie



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TA Training: Turning Vision into Reality


T.S. Eliot once said, “April is the cruellest month,” and while in graduate school – consumed with deadlines and unforgiving fatigue –  I had no choice but to agree with him. But now, having ventured to the other side of higher education, I’m happy to report April is much more than four weeks of non-stop paper writing. In fact, it’s probably the most exciting month I’ve spent at Elon.

You see, after months of programmatic assessment and research, Elon 101 TAs were given the option to attend one of five trainings in the spring of 2014. Each training lasted a total of three hours and covered the following material:

  • TA Responsibilities/Expectations/Professional Development
  • The Honor Code
  • Elon’s Core Curriculum
  • Student Success/Campus Resources
  • Personal, Collective, and Transformative Leadership

Additionally, the learning outcomes of these trainings were designed in accordance with the learning outcomes of Elon 101 to assure the preparedness of TAs to help first-years navigate the expectations of a liberally founded, academically rigorous, and culturally diverse education. Moreover, to ensure deep learning and relevancy, TAs worked in pairs and larger groups to think about the following:

  • Name one class from Expression, Civilization, Society, and Science. How does each of these classes supplement a degree in Business, Communication, Education, and the Arts/Sciences?
  • Why are the four pillars of Elon’s Honor Code important? How do they relate to an Elon education? How do they prepare students for life after Elon?
  • Define personal, collective, and transformative leadership. How does each relate to your role as an Elon 101 TA? How will you inspire leadership in first-year students?

At the conclusion of each training, TAs completed evaluations based on learning outcomes, skill implementation, and suggestions for future trainings. While most TAs agreed the training should be shorter, the feedback was overwhelmingly positive, and a breakdown of collective responses was recorded.

Between now and August 1st, TAs will supplement their formal training with the completion of five online summer modules through the TA Moodle site. Each module will include a corresponding quiz for assessment purposes, and that data will be made available in a fall 2014 report. In keeping with the overall learning outcomes of TA training, these modules will cover the following material:

  • Leadership
  • Skill Development/My Plan
  • Elon’s Core Curriculum/Preregistration
  • Diversity
  • The Common Read (The Boy Who Harnessed the Wind)

Over the summer, I will be available to answer questions and troubleshoot issues that may arise as TAs complete the online modules. Additionally, I will continue to assess the qualitative data from this spring’s trainings, taking note of emerging themes/trends. Already identified (and under consideration for the make-up training(s) in late August/early September) are the following:

  • Make the training shorter (2 hours)
  • Keep trainings relatively small (no more than 12 people)
  • Reserve classrooms that lend themselves to discussion, not lecture
  • Make the training even more interactive
  • Let former TAs have more time to share experiences


At a glance:


Instructors’ presentation styles, TA development, and learning outcomes:


TA growth and/or learning in the following areas:


Professional development opportunities:


TAs and the Residential Campus Initiative:


Next Steps

  • Continue working with Chris Leupold regarding leadership development for Elon 101 TAs
  • Select 2014-2015 Major Ambassadors and TA Task Force members
  • Pilot the Major Ambassador Program (MAP) this fall
  • Hold 2 TA meetings during the 2014-2015 academic year (one in the fall, one in the spring)
  • Distribute and collect TA evaluations in December 2014 (design is underway)
  • Work with the TA Task Force toward a Task Force facilitated training next spring


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Holy Advising, Batman!


To many, The Dark Knight Rises marked the final installment of Christopher Nolan’s trilogy, one that followed Bruce Wayne through the tortuous but rewarding journey of losing his parents, saving Gotham, and finding his purpose (aka, becoming Batman). But when viewed through the lens of academic advising, this film becomes much more than Batman’s farewell; in fact, the characters of Bruce Wayne, Bane, and Selina Kyle all offer examples of how to advise students to success.

Bruce Wayne/Batman

After surviving the murder of his parents, the betrayal of his mentor, Ra’s al Ghul, and the loss of his love-interest and childhood friend, Rachel Dawes, Bruce Wayne is once again put to the test in The Dark Knight Rises. Specifically, he is taken to a remote prison – which tortures its victims with the possibility of escape – while Bane ransacks Gotham. Additionally, this prison mimics the very well that’s haunted Bruce since childhood, calling forth unforgiving memories that choke him with fear and hopelessness. Still, Bruce does not capitulate to his circumstances. Instead, he spends day after day in this prison building strength and cultivating hope, never letting the darkness that surrounds him define his capabilities. Not surprisingly, his perseverance begets success, allowing him to escape from the prison and return to Gotham. Once there, he restores order, sacrificing himself yet again on the altars of selflessness, justice, and social responsibility.

Now, while I certainly don’t expect my advisees to spend their nights as caped vigilantes, I do expect them to care about their university, its surrounding location, and the people who inhabit both. In other words, I expect them to follow in Bruce’s footsteps regarding service, philanthropy, social responsibility, and a belief in the greater good. I want them to be involved students who matriculate into global citizens. I want them to graduate in four years not just with degrees but with a sense of fulfillment and purpose. I want them to be the very students who impact Elon in meaningful and sustainable ways. But most importantly, I want them to be the kind of students who endure. Through tests of intelligence as well as character, I want them to embrace honesty, integrity, responsibility, and respect, drawing inspiration from the character of Bruce Wayne. As any advisor can attest, a college education will challenge the very core of who you are, but like Bruce, I want my students to emerge from these challenges with an even stronger sense of self.


Though Bane’s character is certainly flawed, he is not without redeeming qualities. For example, Bane may attack Gotham with unrelenting violence and derive pleasure from the mental anguish of Bruce Wayne, but this same character risked his life to save a child and isn’t afraid of challenging the status-quo. In fact, much of what drives his revolution is the grotesque discrepancy between Gotham’s upper and lower classes and how those with power suppress the success of others.

Still, I’d never suggest my advisees approach any situation with violence; it is rarely – if ever – the answer. I would, however, encourage them to take stock of the political arena of their university, their nation, and their world. Though resentful and determined to enact revenge, Bane is also politically engaged and no stranger to the oppression of others, and I believe this kind of political engagement and social awareness should be a part of every student’s college experience. To that point, I hope my advisees not only recognize inequality but stand up against it, ready to fight for justice. I hope my advisees not only long for change but bring it forth, gaining unparalleled experience in the process. Lastly, I hope they are brave enough to challenge structural injustice, the kind that adulterates tradition in favor of its own perseverance.

Selina Kyle/Catwoman

Though Selina spends a great part of this film as a capricious thorn in Batman’s side, she also undergoes noteworthy character development, realizing the greater good for all outweighs the self-righteous demands of any individual. Furthermore, like Bane, she abhors the disproportionate structure of Gotham’s economy and how it’s sustained by those who wield power for nothing but selfish, inflated agendas. However, what really distinguishes Selina’s character is her adaptability. Like someone fluent in two languages, she can travel between the realms of the wealthy and the slums of the destitute, practically going unnoticed. This ability, though engendered by unsavory intentions, is what allows Selina to connect with Bruce, make amends, and finally understand why Gotham is worth saving.

Like Selina, some college students can and do fall victim to the “me” philosophy, never wanting to part with their time or energy unless the opportunity in question will provide foreseeable benefits. And while this makes sense, it also opens the door for talking with students about servant-leadership, and Selina’s character offers a great example of what can happen when people look past individual solutions to structural improvements. Moreover, her character learns the importance of remaining open-minded and versatile in the face of change, especially considering change is inevitable. Lastly, she epitomizes the empathy and humility necessary for establishing relationships among different “cultures,” taking ownership of one’s mistakes, and collaboratively righting wrongs. That said, I hope my advisees follow her transformative example, for adaptability, social responsibility, and humility are critical to a successful college experience as well as a successful life.

Till next time,


(P.S. I totally know what movie I’ll be watching tonight!)

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Assess, Actualize, Adapt: The Future of Elon 101


Thanks to unparalleled advancements in technology, it often feels like we have the world at our fingertips. My first cell phone – an old TracFone that was barely adept at making calls – is nothing compared to the lightning-fast gadget I have now: a phone/tablet hybrid that keeps me socially plugged-in, globally informed, regularly entertained, and seamlessly connected to those I care about most. However, technology’s impact is reaching far past cellphones, actually altering the very pedagogy that determines how and when students learn. To adapt to such ubiquitous and rapid impacts, college campuses across the nation are re-envisioning and re-purposing technology’s relationship to learning, making the entire process more effective and more enjoyable. Elon is no exception, especially considering its recent commitment to flipped instruction, defined by the Center for the Integration of Research, Teaching, and Learning as “a teaching approach in which students get a first exposure to course content before class through readings or videos, then spend class time deepening their understanding of that content through active learning exercises.” Don’t be fooled, though. Elon’s classrooms aren’t the only places benefiting from technological advancements.

Offices themselves – from the Registrar to the SPDC to Academic Support and Advising – are also benefiting from said upgrades. As of last fall, students can now do a myriad of things online: withdraw from courses, add half-semester courses, sign up to take courses pass/fail, complete self-assessments, and declare academic majors – just to name a few! Understandably, the ability to do all these things electronically has significantly reduced the amount of paperwork across these offices, resulting in happier staff as well as a happier environment. Granted, any major changes in technology come with unforeseen obstacles, but in most scenarios, the benefits of these transitions almost always outweigh the costs.

Accordingly, 2014-2015 Elon 101 Peer Mentors (official name is yet TBD) will be jumping on the technological bandwagon, using Moodle to complete up to 3 online modules during the summer months before their position officially starts. These modules will be designed to refresh and reinforce the learning outcomes of the Elon 101 Peer Mentor Training (to be held in April), a draft outline of which may be found below (all speakers are tentative; feedback is welcomed).

 Peer Mentor Training (offered multiple times in April, 2014)

  • Introduction/Overview of Topics
  • Icebreaker Activity: “I am ELON”
  • History of Elon 101; Defining Your Role; Knowing Your Responsibilities
  • $$$ How to Get Paid $$$
  • Needs of First-Year Students; Elon’s Class of 2018
  • All About Advising!
    • Elon’s Core Curriculum
      • First-Year Core
      • Studies in the Arts & Sciences
    • Foreign Language Requirement
    • ELR
    • Advanced Studies/GST Interdisciplinary Seminar
    • Major/Minor checksheets
    • OnTrack
    • Study Abroad
    • Preregistration Appointments: Do’s & Don’ts
    • Residential “Office Hours”
    • “Online Scavenger Hunt” Activity
  • Skill Development
    • My Plan
      • Personality Test (like MBTI)
      • Interests Test (like The Holland Code)
    • Strengths Test Center (like StrengthsFinder2.0)
    • “MBTI Scenarios” Activity
    • “In Their Shoes” Activity
    • “Application” Activity (to be completed with Elon 101 Professor)
  • Student Success & Intellectual Engagement
    • Resources Jeopardy (advising, tutoring, campus involvement, wellness, post-grad preparation)
      • “I wish I’d known . . .” Activity
      • “Role Play” Activity (Peer Advisor, Student, & Evaluator)
    • How Students Learn (speaker: Deandra Little; PMC: Ch. 8)
    • Online in August:  Common Read Focus Groups
  • Diversity & Inclusion
    • “What is Diversity?” Activity
    • A Campus of Difference/ADL Training (speaker: Leigh-Anne Royster)
    • ADL Training Sign-Up (2nd Mondays, 3rd Tuesdays and 4th Fridays from 12:45pm – 4:45pm)
  • Professional Development
    • Elon 101 Peer Mentor Panel (formerly, the TA Task Force)
    • The Major Ambassador Program (MAP)
  • Leadership
    • “What is Leadership?” Activity
    • How Do You Lead? (speaker: Steve Mencarini)
      • Yourself
      • With Others
      • For Change
    • Summer Modules
  • Evaluation & Assessment (Q&A Moodle Forum)

As can be seen, technology will also play a pivotal role in the training itself, providing access to online resources, assessments, and interactive tutorials, and technology’s impact on Elon 101 will only continue to grow. In fact, significant modifications have already been made to the Elon 101 website, depicting the expected changes and enhanced responsibilities associated with transitioning our TA program to a Peer Mentor model (http://www.elon.edu/e-web/academics/support/peermentor.xhtml).  Likewise, the TA Task Force wiki has proven invaluable for brainstorming next steps and new initiatives. Never used a wiki? Jump on the bandwagon! They’re great for group projects or collaborations of any kind.

To get started, visit this link: http://www.youtube.com/watch?v=-dnL00TdmLY

To see what could be, visit this link: http://stetsonbonner.pbworks.com/w/page/18250271/FrontPage

Coming Soon!

A New Name

The Task Force and I have been busy brainstorming new names for Elon 101 TAs/Elon 101 Peer Mentors, one of the latest options being “Student Engagement Advisors,” or SEAs. We’re currently collecting feedback, so any and all thoughts you have are welcomed!

The Elon 101 Peer Mentor Application

To be completed by every 2014-2015 participant in the program: (https://docs.google.com/forms/d/1Dj2Ds5H4AmIAeUDCO5-tzj1j7gsyLTJTMIeONKMjWD8/viewform)

Additionally, we will also release applications for the two professional development opportunities above: the Elon 101 Peer Mentor Panel and The Major Ambassador Program (applications are still in development).

Online in August: Elon 101 Common Read Focus Groups (tentative)

To support Elon as it delivers on the promise of intellectual engagement, Elon 101 Peer Mentors will lead Common Read focus groups during the month of August. These groups – set to meet “online” through Moodle – will discuss the Common Read as it relates to being a first-year student, a member of the Elon community, and a global citizen at large. Through various discussions and reflection, Peer Mentors will be charged with helping first-years draw connections between their own experiences as well as those in The Boy Who Harnessed the Wind.

Stay tuned!


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‘Tis the Season . . . for Taking Chances (Part 2)


Jumpin’ Off the Edge (into Long-Term Goals)

Though New Year’s Day is already two weeks behind us, its palpable thrill still lingers. You can see it in the faces of students who excitedly venture to their Winter Term classes. You can hear it in the exchange of jovial resolutions that echo through brick hallways. You can feel its presence in the pit of your stomach, igniting feelings of hope, wanderlust, and redemption. 2014 is here, and opportunity is officially knocking.

As a result, there’s a lot of pressure to meet this opportunity with enthusiasm and diligence, both of which are pretty easy to come by in the month of January. But what happens on February 1 when you’re not seeing results, things haven’t gone as planned, and you’re one step away from calling it quits and starting over?

Perhaps you scour through old projects searching for inspiration. Or maybe you go looking for that promising list of 2014 initiatives, the one that’s now saved in Microsoft Word under a name you can’t remember. Better yet, maybe you realize that January isn’t the end-all-be-all New Year’s Resolutions make it out to be. And that’s a good thing. After all, they’re called New YEAR’s Resolutions for a reason; people shouldn’t feel stung-stained with disappointment only a few days, weeks, or months into their goals.

Nevertheless, they often do, and maybe that’s because we live in a culture that glorifies immediate gratification. But even still, we know that faster isn’t always better. Microwave dinners can’t compete with 5 course meals. Cinematic interpretations are never as good as the book itself. An hour at the beach or in the mountains is nothing compared to a whole weekend. And with this in mind, I’m resolving to make 2014 the year of creating and capitalizing on long-term goals.

Granted, some of these goals are personal: build a respectable savings account, start learning a third language, be relentless in the appreciation of other people’s differences, etc. But mostly, these goals revolve around the slow but steady transition of Elon 101’s TA program into a dynamic peer mentoring culture poised to become a national model for advising and mentoring first-year students.

But how exactly will we get there? What steps need to be taken? What steps are being taken?

Creating Solid Ground Below

For starters, we’re swapping out the name “Teaching Assistant” or “TA” for the more appropriate (and approachable) title of “Peer Mentor,” one that more adequately captures the services these students provide to both Elon 101 Instructors as well as first-year students. We no longer want Elon 101 TAs to be mistaken for the paper-grading, exam-proctoring, pseudo-professors at other institutions. Instead, we want them to be classified in a way that captures the work they actually do, which more often than not involves providing an informed student perspective that enables and encourages first-years as they successfully adapt to college life. Additionally, we’re drawing ideas from current scholarship – as well as peer and aspirant institutions – to supplement a formal training for these Peer Mentors, one that hopefully capitalizes on their strengths, teaches them new skills, and helps them develop both personally and professionally.

Speaking of professional development, I’m working with the Elon 101 Peer Mentor Panel (formerly known as the TA Task Force) to create and market opportunities like the Peer Mentor Liaison Initiative, all of which will help Peer Mentors cultivate transferable skills like public speaking, active listening, and intentional leadership, just to name a few. Right now, the Panel and I are deciding on opportunities that will fit nicely within – as well as supplement – this new mentoring culture, and those developments will be shared as they are determined.

Also being determined – albeit not for the immediate future – is how Peer Mentors are selected. Currently, there is no formal application process for Elon 101 Peer Mentors, and many students who’ve served as TAs in the past were asked to do so by former Elon 101 Professors (alternatively, some TAs asked to work with Elon 101 Professors of their choice). As it stands, a formal Elon 101 Peer Mentor application has been created through Google Docs and will be uploaded to the Elon 101 webpage under Academic Support. In the coming weeks, Peer Mentors – even those already chosen by Elon 101 faculty – will be encouraged to complete the form for data purposes, and this is crucial considering that some of this data will pave the way for establishing “peer advisors” in the form of seasoned mentors who live in residence halls with first-year students. Moreover, it will provide – at a glance – the number of Peer Mentors who would be willing to serve on next year’s Panel or act as Liaisons.

Though we certainly don’t have all the answers yet – and may not for a while – these new developments are sure to have some exciting impacts on Elon 101, first-year students, and the university at large.

Stay tuned!


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