Cultivating Connection: A Reflective Journey Through Peer Mentoring

Cultivating Connection: A Reflective Journey Through Peer Mentoring​
By Jamie Greer

IMPACT (Intentional Mentoring Partnerships Across Cohort Teams) is a collaborative mentoring initiative that equips students to implement foundational strategies of instruction and education by guiding and facilitating meaningful transformation within educational institutions, businesses, public and private organizations, and community-based programs.

Assessing My Mentoring Experience
From the moment I began the IMPACT Mentoring Program as a mentor, I knew it would be an experience that challenged and stretched me in new ways. I was excited to be in the mentor role, after having benefitted from having two incredible IMPACT mentors earlier in my doctoral program. My group of mentees comprised four male students from diverse cultural backgrounds and age groups. My peer-mentor was also male, so naturally our band name was “Jamie & The Boys”. We started off strong with 100% participation at the optional Meet & Greet event on a Sunday afternoon one week before our first official Monday mentoring session. At first, my goal was to be available in any capacity they needed, whether that meant being a listening ear, offering support with academic writing, or helping them locate stronger, more relevant empirical research. After submitting the Midpoint Individual Reflection, I felt a shift; I began to envision the kind of mentor and leader I wanted to become in a professional capacity. The latter half of the course pushed me further into action and self-awareness as my peer mentor, mentees, and I navigated the challenges and celebrated the triumphs of a rigorous doctoral journey together.

Most Valuable Aspects of the Course
The most valuable part of this course was the experiential learning. Mentoring in real time while exploring the academic foundations of mentorship gave me ongoing opportunities to immediately put theory into practice. I was able to immediately apply course readings, discussions, and competencies to real-life conversations with my mentees. The reflection assignments and peer engagement made the learning personal and actionable. Perhaps most meaningful of all were the honest, sometimes vulnerable conversations during Peer Mentoring Circle (PMC) sessions. From one mentee who was contemplating leaving the program to another navigating a family medical crisis, our circle became a space of empathy, encouragement, and shared resources, serving as a reminder that mentoring extends far beyond academics and into the real-life challenges we all face. In addition to these personal interactions, I found deep value in applying the frameworks provided in the course. As Axelrod (2019) suggested, transformation occurs not in isolated moments but in the repeated, reflective practices that help us reconstruct our professional identities. Mentoring became a mirror reflecting my growth while allowing me to guide others through their own journeys.

Growth Throughout the Term
This term helped me grow in confidence, patience, and clarity. I learned to lead with curiosity rather than control, and to embrace the role of a facilitator rather than a “fixer”. I began to ask better questions, pause more intentionally, and trust the mentee's process of reflection. These changes came from active listening during sessions, learning from my peers, class discussions in the accompanying Mentoring and Supervision course, guidance from my professor, and internalizing lessons from course materials like the conversation between Adam Grant and Brené Brown on his book Think Again, Wendy Axelrod's 10 Steps to Successful Mentoring, and Mentoring Programs That Work by Jennifer Labin.

Labin (2017) emphasized that effective mentoring hinges on flexibility, responsiveness, and a growth-oriented mindset, which really resonated with me. Her framework challenged me to let go of fixed session structures and lean into the flow of the conversation. Instead of rushing to offer solutions, I asked more open-ended questions. Allowing mentees to express their needs and ask questions in a safe space created a big impact: my mentees felt empowered to explore their own thinking, and our sessions were meaningful and engaging.

Mentoring Competency Development
The Mentoring Competency Assessment revealed noticeable growth in two key areas: active listening and cultural responsiveness. I became more skilled at maintaining structure while staying flexible, and more intentional about meeting mentees where they were emotionally and academically. At the beginning, I found myself listening with the intent to respond; I felt eager to offer solutions or share my own experiences. Over time, I began to slow down and focus on listening to understand, not to reply. I paid closer attention to tone, pauses, body language, and what was not being said. This shift allowed me to be more present, more empathetic, and more attuned to what my mentees genuinely needed. Additionally, I recently completed my certification in NLP (Neuro-Linguistic Programming) that helped with this vital mentoring skill. In mentoring, active listening creates a safe space where trust can grow. It helps mentees feel valued and heard, which in turn encourages deeper reflection and more authentic conversations. The better I became at listening, the more meaningful and effective our sessions became. One area I still hope to strengthen is time management, particularly when it comes to balancing program logistics with more interactive, relationship-centered mentoring.

Impact of Course Readings and Assignments
The course readings supported both intellectual and emotional development. Axelrod’s (2019) 10 Steps to Successful Mentoring offered a clear, actionable framework that helped me understand how to structure mentoring relationships with intention and purpose from the start. The exploration of transformation through change processes encouraged me to trust the discomfort of growth. Fain and Zachary’s (2020) Bridging Differences for Better Mentoring emphasized the importance of cultural humility and leaning into discomfort, which deepened my ability to mentor across lines of difference with empathy and respect. Moreover, the book I selected to read during this course, The Culture Map by Erin Meyer (2016), added an extra layer of insight as I engaged with mentees from diverse cultural backgrounds. Labin’s (2017) Mentoring Programs That Work provided the blueprint for designing scalable, sustainable mentoring programs and gave me the tools to translate theory into real-world application. Adam Grant's work helped me understand the "advice monster" in myself and gave me permission to stay curious longer. I appreciated that the readings bridged theory and practice, but I would have welcomed more discussion around mentoring across lines of difference and identity-based support systems, particularly in multicultural and first-generation contexts.
 
Assessing the IMPACT Mentoring Program

Overall Experience as a Mentor
As a culminating experience in my doctoral program, mentoring through IMPACT felt like the perfect synthesis of everything I’ve learned. Our PMCs had a good balance of support and strategy. We had fun, but we also worked through tough topics like imposter syndrome, life stress, and academic burnout. I’m especially proud of the way our group showed up for each other during uncertain times. It wasn't perfect, scheduling challenges and varying levels of engagement and attendance made consistency hard at times, but we stayed connected through extra outreach, group and individual text chats, and email.

Being a Mentee Informed My Mentorship
My earlier experience as a mentee in my doctoral program deeply influenced how I approached my role as a mentor. I remembered what it felt like to not know what I didn’t know. I remembered how powerful it was when a mentor checked in, not just about coursework, but about how I was really doing. That sense of support stayed with me. I looked up to both of my mentors and aspired to offer the same level of care and guidance. They truly set the bar high. That memory became my model and shaped the way I showed up: with presence, empathy, and patience.

Insights from the Full Mentoring Cycle
Going through the full mentoring cycle, first as a mentee and now as a mentor, showed me the full cycle of growth. As a mentee, I learned how to receive support and reflect in a deeper way. As a mentor, I learned how to offer that same space for someone else without needing to solve every problem. I found joy serving as a resource and being helpful to my mentees. This dual experience gave me insight into the vulnerability required on both sides of the relationship.

Strengths and Opportunities in IMPACT
The greatest strengths of the IMPACT program are its intentional structure and the excellent guidance and leadership by my professor. The planning and reflection logs, regular sessions, and leadership team collaboration make the program feel cohesive. The class discussions were extremely beneficial, helping my peer mentor and I feel that we were not alone with the ups and downs of the experience. One area of potential growth for the program would be to expand mentor training on inclusive communication practices, something I appreciated through my NLP training. For example, guidance for using culturally sensitive language, asking open-ended, nonjudgemental questions, and being aware of implicit bias. Also, building in more asynchronous tools for mentees, such as reflection prompts or a mentoring journal, could help expand progress.

Applying IMPACT to My Mentoring Program
What I learned through IMPACT directly influenced the design of the StAMP (Study Abroad Mentoring Program) I created for my Workplace Mentoring Project. From the outset, I knew I wanted StAMP to do more than offer logistical support for students considering studying abroad; I wanted it to be relational, reflective, and empowering. Drawing from IMPACT’s structure, I designed StAMP around three core components: one-on-one mentoring, group peer mentoring circles, and intentional goal tracking. Each element serves a unique purpose: individual mentoring builds trust and personalized support, peer circles create community and shared learning, and goal tracking ensures that mentees stay engaged and aligned with their academic and personal aspirations.

Perhaps the most transformative aspect I carried over from IMPACT was the emphasis on strength-based, inclusive practices. Throughout my time as a mentor, I saw how powerful it was when students felt seen, heard, and valued not just as learners, but as whole people. This inspired me to ensure that StAMP centers on inclusive communication, cultural awareness, and sensitivity to the barriers all college students, especially underrepresented populations, may face when considering global learning experiences. I now understand that mentoring is not just about guiding someone through a process but about co-creating a space where they can explore possibilities, confront doubts, and define success on their own terms.
IMPACT also taught me the importance of building reflection, feedback, and flexibility into the framework. In StAMP, mentors are encouraged to use reflection prompts and journaling exercises to help mentees deepen their self-awareness and clarify their motivations.  Ongoing feedback cycles are woven throughout the program to foster continuous improvement for both mentors and mentees. Flexibility is a key component: sessions are designed to accommodate student availability and honor their unique timelines for decision-making, especially as study abroad opportunities often align differently across academic years and programs of study.

The IMPACT program gave me a lived example of what thoughtful, transformative mentoring can look like. It raised the standard for what mentoring should feel like: intentional, inclusive, and deeply human and I am grateful for the experience and for the growth I’ve gained both in mentoring and in self-awareness and connection.

Life After Graduation: Mentoring Forwar​d
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Launching StAMP
After graduation, I plan to formally launch the StAMP Mentoring Program at an institution of higher education. StAMP pairs students exploring study abroad with peer mentors who have already studied abroad, particularly focusing on underrepresented student groups. My goal is to create a scalable, identity-affirming program that increases equity in global learning. I’ve already developed the handbook, templates, logos, and training materials, and IMPACT gave me the skills and confidence to create a mentoring program I am truly proud of.

Maintaining Mentoring Relationships
I plan to maintain connections with all my mentees and with my co-mentor beyond the program, especially as our mentees will become mentors themselves in the future. I plan to offer continued mentorship informally via LinkedIn, social media, or email/text message check-ins. In our final PMC, we shared our contact information and promised to stay in touch!

Continued Growth as a Mentor and Leader
After the IMPACT experience, mentoring is now central to how I see myself as a leader. I plan to stay involved in mentoring research, attend professional conferences, and lead mentor development workshops, especially related to StAMP. I will also continue journaling and using self-assessments to evaluate and grow my skills. Most of all, I want to continue creating spaces where people feel seen, supported, and challenged to grow. Mentoring, at its core, is not only about offering guidance, but also about growing alongside one another in empathy and compassion as we serve a greater purpose.
 
Final Reflection
The Mentoring and Supervision course and the IMPACT program taught me more than just how to be a mentor, it also reminded me of the power of human connection, the value in being authentic, and the influence of caring for another person’s success. I learned that presence is more powerful than having all of the answers. I learned that working as a team is more fruitful for all than a hierarchy model with someone being “in charge”. The relationships that form through mentorship help us grow, connect, and become better versions of who we are meant to be. As I step into my next chapter, I am full of gratitude, humility, and an unwavering belief in the transformative power of mentorship.
 
References
Axelrod, W. (2019). 10 steps to successful mentoring. Alexandria, VA: Association for Talent
Development (ATD). ISBN: 978-1-949036-48-0.

Brown, B. (Host). (2021, February 15). The power of knowing what you don't know [Audio podcast episode]. In Dare to Lead. https://brenebrown.com/podcast/brene-with-adam-grant-on-the-power-of-knowing-what-you-dont-know/#notes
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Fain, L. Z., & Zachary, L. J. (2020). Bridging differences for better mentoring: Lean forward, learn, and
leverage. Oakland, CA: Berrett-Koehler Publishers, Inc. ISBN: 978-1-5230-8590-3.
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Labin, J. (2017). Mentoring programs that work. Alexandria, VA: Association for Talent
Development (ATD). ISBN: 978-1-56286-458-3
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Meyer, E. (2016). The culture map: Decoding how people think, lead, and get things done
across cultures. PublicAffairs.