Graduate Peer Mentors at a Glance
Graduate Peer Mentors At A Glance
Each of our amazing graduate peer mentors provides a unique perspective through their own lived experiences, click on each to learn more about their studies, and why they chose to join the program.
Graduate Peer Mentor Program
Peer leadership, professional development, and graduate community support
The Graduate Peer Mentor Program is a School of Graduate Studies initiative that strengthens graduate student experience through peer‑based mentoring, facilitation, and resource connection.
The program also provides graduate students in mentoring, oversight, and outreach roles with structured professional development, leadership experience, and transferable employment skills.
Program structure
The Graduate Peer Mentor Program is a self‑supporting graduate program with distinct but collaborative roles:
Graduate Peer Mentors
Provide one‑to‑one and group peer mentoring
Normalize graduate experiences and transitions
Support reflection, goal‑setting, and navigation
Connect students to SGS and campus resources
Work within clearly defined boundaries and referral pathways
Oversight Graduate Assistant (GA)
Coordinates and supports the overall program
Ensures ethical practice, consistency, and quality
Supports training, reflection, and professional development
Acts as a point of accountability and escalation when needed
Outreach Graduate Assistant (GA)
Strengthens visibility and awareness of the program
Supports communication, promotion, and engagement
Helps connect graduate students to mentoring opportunities
Builds relationships between SGS initiatives and the graduate community
Together, these roles ensure the program remains esponsive, ethical, and sustainable.
Program goals
The Graduate Peer Mentor Program aims to:
Support graduate student wellbeing and success
Normalize challenges across the graduate journey
Increase awareness and use of SGS supports
Foster belonging and connection across graduate programs
Develop graduate students as ethical, inclusive peer leaders
Create sustainable, student‑led support infrastructure
Training and professional development
All Graduate Peer Mentors and GAs engage in ongoing training and reflective practice, including:
Role clarity and professionalism
Ethics, boundaries, and referral
Inclusive communication and facilitation
Navigating complex or ambiguous student situations
Program evaluation and continuous improvement
Career articulation and transferable skill development
Training emphasizes judgment, responsibility, and collaboration, rather than advice‑giving or problem‑solving.
Career‑relevant experience
Participation in the Graduate Peer Mentor Program supports development in nationally recognized skill areas, including:
Professional communication
Leadership and teamwork
Equity, diversity, and inclusion
Teaching and mentorship
Project and program coordination
The program is intentionally framed as paid, professional graduate experience, not volunteer service.
Who the program serves
All graduate students are welcome to access peer mentoring services
Graduate Peer Mentor, Oversight GA, and Outreach GA roles are available to graduate students through a competitive selection process
Roles are designed to reflect a range of disciplines, lived experiences, and stages of graduate study.
Graduate Peer Mentors For May 2025 to April 2026
Alyssa Hughes
Emmanuel Ideba
Razeen Mujarrab
Supriya Middha
SEUN Soneye
Hello everyone! My name is Alyssa, and I am a Master of Science in Psychology student, conducting sport psychology research within the Department of Kinesiology and Physical Education. I also completed my undergraduate degree here at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge, majoring in both Psychology and Kinesiology, with an honours thesis. I currently conduct research on mental health education, psychological skills, and dance, and have had the opportunity to present my work at both local and international conferences.
Throughout my time here, I’ve been involved with campus groups like the Golden Key International Honour Society, worked as a research assistant on various projects, and served as a teaching assistant for multiple courses. I also have also enjoyed volunteering at the hospital psychiatric unit and local mental health group homes.
Outside of Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬, I love to stay active. You can usually find me lifting at the gym, running in the coulee trails, or attending a hot pilates class. When I’m not on the move I’m likely reading, sipping coffee, and cuddling with my kitten, Frodo.
I’ve lived in Lethbridge all my life, so if you ever need recommendations for great study spots, cozy cafes, or fun local restaurants, I’m happy to share my favourites. I am really excited to be a graduate peer mentor this year and would love to connect, so please don’t hesitate to reach out at any time.
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Summary of Research:
My thesis explores a topic that sits at the heart of today's economic and environmental debates: the impact of economic globalization on greenhouse gas (GHG) emissions. Globalization is often seen as a driver of development and innovation but what happens when increased global integration comes at the cost of environmental sustainability?
Through this research, I aim to offer a clearer picture of how trade, investment, and cross-border economic activity interact with the pressing issue of climate change. Using data from 120 countries over the span of five decades, this research will apply the Panel Corrected Standard Error (PCSE) model to understand whether economic globalization is pushing us toward progress or pulling us deeper into environmental degradation.
This research isn’t just numbers and models; it’s about policy, people, and our planet’s future. I hope my work contributes to building sustainable development strategies that ensure progress doesn't come at the cost of livability for any country, developed or developing.
ULethbridge & City of Lethbridge Summary:
Studying at the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge has been a deeply enriching chapter of my life. The MA Economics program has not only strengthened my technical and research abilities but also given me space to grow as a mentor, educator, and scholar. I’m grateful to have received the ULethbridge Graduate Research Award, and to work closely with inspiring faculty, including my thesis supervisor and research collaborator in the sociology department.
What stands out most about ULethbridge is the support system. From academic mentorship to international student engagement, the community here has helped me thrive. Through my roles as a Graduate Peer Mentor and Graduate Teaching/Research Assistant, I have developed not only professionally but also personally, gaining a deeper appreciation for collaborative learning, diversity, and academic purpose.
The City of Lethbridge, too, has become more than just a place I live; it’s a place where I’ve been able to give back by volunteering as Head Usher at international student event (s), mentoring peers, and connecting with others across cultures.
Looking ahead, I hope to carry the lessons and connections I've built here into a future where economic thought and social equity meet in practice.
LinkedIn Profile:
Peer Mentorship to Me:
My own first-semester mentor was invaluable in making a daunting new environment feel more navigable. Graduate peer mentorship is about extending a welcoming hand and fostering a sense of belonging. To me, the context of peer mentorship is rooted in the immigration and resettlement that many students go through when moving to a place like Lethbridge, Canada. In this capacity, I hope to create a supportive space where a fellow student can feel understood and comfortably share their experiences and concerns. I want to share practical guidance, anything from academic queries to settling into a new culture. Ultimately for me, it’s a chance to pay forward the kindness and support I received, helping new students not just to adjust, but to truly thrive in their academic journeys.
Summary of Research:
I’m pursuing an MSc in Management (Marketing) degree and my focus is on nonconscious effects in the fast fashion industry. To put it simply, I look at the behaviors and attitudes of conscious consumers. Today’s consumers are increasingly vigilant, factoring in environmental, societal, and ethical implications into their purchasing decisions. This heightened awareness leads to equally purpose-drive consumption. But despite the rise of conscious consumerism and the growing awareness of the detrimental effects of fast fashion, this unsustainable garment production model continues to thrive. I look into why people who claim to be conscious consumers still find themselves purchasing from fast fashion retailers, contributing to a cycle of overconsumption, waste and unethical labor practices. My research leads me into the nonconscious effects that affect people, often leading them to making irrational decisions.
ULethbridge & City of Lethbridge Summary:
My decision to choose ULeth and indeed the city of Lethbridge itself was a deliberate search for a unique combination of factors: a place where rigorous academic pursuits meet an inspiring, grounding environment. The Dhillon School of Business at the U of L distinguished itself not just for its excellent research capabilities, but for its promise of a close-knit academic community where the faculty are genuinely accessible.
Beyond the campus, Lethbridge itself is a significant draw. I was seeking more than just a backdrop for my studies, I wanted a community. Lethbridge offers the appeal of a town that provides all necessary amenities without urban overwhelm. The legendary sunshine and wind here truly lift the spirit. This is a place where I can not only immerse myself in my research but also build connections and find a supportive rhythm for my graduate school journey.
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Peer Mentorship to Me:
As a peer mentor, I embody a supportive and nurturing guide for fellow graduate students, actively contributing to a symbiotic learning environment. My role goes beyond offering advice, I help peers navigate academic, professional, and personal challenges, drawing on my experience and resources to foster holistic growth. Peer mentorship to me means being a resourceful collaborator and motivator, using my own journey to inspire confidence and resilience in others. I strive to create an atmosphere where knowledge flows freely and where every student feels valued, supported, and capable of reaching their fullest potential.
Mentoring is not just personally rewarding—it is my way to give back to the graduate community. By sharing insights, providing encouragement, and responding quickly to questions, I help others overcome obstacles and strengthen their academic and professional paths. It is a collaborative process that builds collective success and empowers individuals to achieve their goals. My commitment as a peer mentor is rooted in the belief that shared knowledge, compassion, and timely support are essential for personal and group advancement, ensuring that every mentee can realize their aspirations in a nurturing educational setting.
Summary of Research:
In my research, I aim to deeply explore the dynamic role of music in the lives of West African immigrants residing in Alberta, Canada. Music is not simply a form of entertainment; it is a powerful vehicle through which immigrants maintain and communicate their cultural heritage, strengthen communal bonds, and navigate the complexities of adaptation in a new sociocultural landscape. Drawing inspiration from my formative experiences in multicultural Lagos, Nigeria, where music bridges diverse communities, and guided by rigorous training in music and ethnomusicology, I will document and analyze how musical practices serve as mechanisms of cultural transmission. I will examine how these practices contribute to identity formation, offering immigrants a sense of belonging while also facilitating social connections across generational and intercultural lines.
Building on my previous research, I specifically investigated Nigerian migrants living on traditional Blackfoot territories in Lethbridge. My study focused on their musical and cultural practices, observing how these reflect and reinforce communal identity, collective memory, and core values rooted in Nigerian heritage. I also traced how these traditions have evolved, highlighting creative adaptations that arise from engagement with the local population and environment. Through ethnographic approaches, I uncovered the ways Nigerian immigrants leverage both traditional and contemporary musical expressions to negotiate identity, preserve cultural continuity, and integrate meaningfully into their new community. This dual perspective enriches our understanding of immigrant cultural resilience and the ongoing dialogue between heritage and change.
ULethbridge & City of Lethbridge Summary:
Choosing a university is a crucial decision that shapes both academic and personal growth. For me, the Ãâ·Ñ¸£Àû×ÊÔ´ÔÚÏß¿´Æ¬ of Lethbridge stood out as the ideal choice, offering a vibrant, diverse campus community rich with opportunities for involvement and engagement through more than 50 clubs and organizations catering to a wide range of interests. As an international student, I found ULethbridge's atmosphere to be particularly welcoming and supportive, with plentiful resources such as orientation, mentorship, counseling, and language assistance designed to ease the transition into a new academic system and culture.
The university's ongoing celebration of student diversity, expressed through frequent cultural events and activities, fostered a sense of belonging and inclusion. My decision to join the Cultural, Social, and Political Thought Program, especially the Music Department, proved transformative, providing me with invaluable experiences, mentorship, and friendships that have deeply enriched my journey. My supervisor's encouragement and guidance have been crucial in my academic progression, making a lasting impact on my life. Working as a research assistant and teaching assistant at ULethbridge expanded my skill set and professional outlook. The variety of training programs available broadened my knowledge, strengthened my confidence, and exposed me to multiple perspectives. Being a part of this dynamic academic community continues to be a rewarding and meaningful chapter in my educational and personal development.
