This page outlines suggestions to help you make the most of your mentoring conversations across a sixteen-week semester. Each week features suggestions for practical conversations focused on the nuts and bolts of a mentoring relationship and the five stages of mentoring (building rapport, direction, progression, winding down, and moving on). There are also suggestions for instructionally-focused conversations with the potential to improve student learning, engagement and success. 

During these meetings you should also be utilizing the BUILD Mentor Meeting Form to document your progress, successes and any thoughts or concerns. 

WEEK 1 — Getting to Know Your Mentee (Relationship Building)

Focus: Learn who they are as a person before talking about academics.

Your goal this week:

Build comfort, trust, and connection.

What you do in Week 1

Ask simple, human questions that help you understand their life, personality, and needs.

Questions mentors should ask

• “What do you like to do for fun?” Helps you learn about their interests and what motivates them.
• “Do you live on campus or commute?” Helps you understand their daily routine and possible challenges.
• “What are you looking for in a mentor?” Helps you tailor your support to their expectations.
• “Do you have siblings or family you’re close to?” Helps you understand their support system.
• “What helps you feel comfortable when meeting new people?” Help you adjust your communication style.

What this looks like (examples)

• If they say they like video games → you can use gaming as a way to connect or motivate.
• If they commute → you know time management may be a challenge.
• If they want a mentor who “keeps them accountable” → you know to check in more often.
• If they have siblings → you can relate mentoring to how they support or interact with family.

End‑of‑Week 1 Outcome

You should know:

• Their interests
• Their living situation
• Their comfort level socially
• Their expectations of you
• Their personality and communication style

This sets the foundation for the rest of the semester.

WEEK 2 — Understanding Their Academic World

Focus: Start talking about classes, excitement, and challenges.

Questions mentors should ask

• “What classes are you excited about?” Shows what motivates them.
• “What makes that class interesting to you?” Helps you understand their strengths or passions.
• “Is there any class you’re already worried about?” Helps you identify early challenges.
• “What usually helps you stay organized during the semester?” Helps you plan support.

Practical examples

• If they say they’re excited about Psychology → You can encourage them to join related clubs or study groups.
• If they say Math is stressful → You can plan early tutoring or weekly check‑ins.
• If they say they struggle with deadlines → You can help them build a calendar next week.

End‑of‑Week 2 Outcome

You should know:

• Their academic strengths
• Their academic worries
• Their favorite subjects
• Their learning style

WEEK 3 — Building Their Semester Plan

Focus: Help them organize their academic life.

What mentors do

• Look at syllabi together
• Write down exam dates, assignments, deadlines
• Create a weekly schedule
• Teach one study strategy

Example

“Let’s open your Canvas and write down all major assignments for the semester.”

WEEK 4 — Teaching Study Skills & Time Management

Focus: Give them tools to succeed.

What mentors do

• Teach time blocking
• Show how to break big tasks into small steps
• Practice emailing a professor

Example

“Let’s practice what you’d say if you need help from your instructor.”

WEEK 5 — Self‑Advocacy Practice

Focus: Build confidence in communication.

What mentors do

• Role‑play conversations
• Teach how to ask questions
• Review early grades

Example

“Let’s practice how you’d ask your professor for clarification.”

WEEK 6 — Early Academic Check‑In

Focus: Catch problems early.

What mentors do

• Review quizzes, assignments
• Adjust study plans
• Encourage progress

WEEK 7 — Personal Development Check‑In

Focus: Talk about stress, barriers, and coping.

What mentors do

• Ask about challenges
• Teach coping strategies
• Encourage self‑reflection

WEEK 8 — Social Engagement Support

Focus: Help them connect on campus.

What mentors do

• Suggest one event
• Talk about comfort levels
• Help them set one social goal

WEEK 9 — ACCESS Learning Objectives Check

Focus: Make sure they understand their goals.

What mentors do

Ask: “Explain in your own words what you’re working toward in BUILD.”

WEEK 10 — Confidence Building

Focus: Reinforce strengths and progress.

What mentors do

• Celebrate wins
• Identify growth
• Encourage independence

WEEK 11 - MIDTERM WEEK — Progress Review

Focus: Evaluate and adjust.

What mentors do

• Review grades
• Adjust strategies
• Identify new challenges
• Celebrate wins

Career Conversations Begin

Focus: Introduce future planning.

What mentors do

• Ask about career interests
• Connect to campus resources

WEEK 12 — Professional Skill Building

Focus: Resume, communication, networking.

What mentors do

• Help build a simple résumé
• Teach how to introduce themselves professionally

WEEK 13 — Leadership Opportunities

Focus: Encourage involvement.

What mentors do

• Suggest leadership roles
• Connect to student orgs

WEEK 14 — BUILD Objective Reinforcement

Focus: Tie leadership to learning objectives.

WEEK 15 — End‑of‑Semester Reflection

Focus: Review growth.

What mentors do

• Ask what they’re proud of
• Identify strategies that worked
• Review social engagement

WEEK 16 — Next‑Semester Planning

Focus: Set goals and prepare for ACCESS Accommodations renewal.