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I define Discover as.... learning things about my students beyond their educational/professional goals. When a mentor has a deeper understanding of students likes, dislikes, experiences, etc., they can act way more effectively. Discover leads to deeper connections and a sense of community within the classroom!

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I define Disarm as.... breaking the natural barrier between instructor and student! This includes creating a safe, inclusive environment where students feel comfortable expressing their worries, excitements, and everything in between.

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I define Don't Settle as.... helping students get rid of self-limiting ideas and reach their true potential! It can be easy for students to hold themselves back because they don't believe they can or don't know how to do something, when a lot of the time they can!

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I define Dream as.... developing an understanding of my students goals and helping them to actualize them. This is beyond major and career goals, Dream involves getting to know students passions and why they want to do what they want to do.

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I define Deliver as.... being there for my students and helping with any issues that arise as they actually realize their goals! Reaching a goal is never a linear process, and the best thing I can do for students during this phase is keep them on track and continue to be a resource for them.

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I define Design as.... giving my students the resources and support they need to create tangible goals and plans for themselves. College is a time of growth and learning, and all students can benefit from some structure and planning within their educational and professional development.

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My name is Katie Huelskamp and I am a second-year B.S. Psychology student with a certificate in International Human Rights. I worked as a PD 1015 peer instructor this semester for Psychology students!

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1. Do you have a job in Cincinnati/are you looking?

2. What is your favorite class? Why?

3. What is the biggest difference in your life from high school to now?

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1. What were you up to before this?

2. How was your drive to campus today? (lots of commuters in my section!)

3. I just got the best coffee, do you have a favorite coffee shop around here?

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1. What is something you want to do, but don't think you could accomplish?

2. What do you have to offer? How do your strengths, values, and experiences make you a good candidate?

3. What standards/expectations do you have for yourself?

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1. What are you passionate about outside academics?

2. What is your favorite "experience" you've had thus far? ("experience" includes jobs, clubs, sports, etc. that can be related to a future occupation)

3. Where do you see yourself in 10 years?

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1.  How are you closer to your goals now than you were at the beginning of this semester?

2. What resources have been helpful for you as you work towards your goals?

3. What or who truly motivates you to achieve your goals?

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1. What is an achievable first step, small or large, that you can take towards reaching your short- and long-term goals?

2. What are some things you would like to accomplish before you graduate from UC?

3. What are some resources on campus you feel could be helpful/are interested in hearing more about?

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To me, appreciative mentorship means being both a resource to my students and somebody to lean on. I have a duty to ensure I can give my mentees everything they need to succeed, while also cultivating a close relationship with them to foster understanding. By understanding my students dreams, goals, motivations, and lived experiences, I can mentor them in the way most impactful and sensitive to them.

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This is an excel sheet that I used to schedule a lot of my first 1:1 meetings. I found that this set-up was really helpful for students as they could schedule themselves before/after friends to walk together, and I think they felt less intimidated when they could visualize the fact that everyone was meeting with me! A lot of students, and myself, have complicated schedules, so I found it was convenient to do blocks of meetings.

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My class made a playlist early in the semester! This was an amazing way for students to find common ground with one another, as well as for me to find out more about students interests.

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My main takeaway from this experience was how much people can truly flourish when they are given the resources to. A lot of people come to college with very little direction, and I would like to think that in the absence of a freshman experience class, they would struggle to truly get all that UC has to offer from them. I would love to apply this to my future professional research, maybe even within my time as an undergraduate at UC! Looking into how resources, or more likely a lack thereof, can impact students professional and educational journeys would be extremely valuable as a means of figuring out ways to support all our students.

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A poster from one of the first activities I fully facilitated, parallel planning! After we did this activity in COOP 3031, I really felt like my students would enjoy it. This activity was super helpful in leading my students to understand that there are so many different paths we can take to find life satisfaction!

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Email Sent to Director of Bearcat Promise Career Studio

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Email Sent to Director of Bearcat Promise Career Studio

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Hi!

My name is Katie, and I am a PD 1015 peer instructor this year for first-year psychology students. In class, we have been talking a lot about on campus resources and the Bearcat Promise Career Studio has come up a lot! My students have expressed interest in getting maybe a tour and run-down of services if that is something you offer?

I would love to hear about any opportunities you guys might have for the students to get involved and get an idea of everything the career studio provides.

Thank you for your time,

Katie Huelskamp

This is an email I sent to the Director of the Bearcat Promise Career Studio to schedule a tour! My students said they found the tour and presentation very helpful, and I feel it was extremely beneficial to have them physically go to a resource and see how it can help them.

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This is a worksheet that Michelle and I went over in class during our wellness section. We were able to make a correlation between reaching goals and taking care of yourself, which I find extremely important. It's easy for Freshman to get swept up in the craziness of first semester, and checking in emotionally and physically ensures they keep themselves balanced as they work to achieve their professional goals!