Abstract
Abstract Hunte and Wightman come to teaching positions in Portland State's University Studies (general education) program after having served as graduate and undergraduate mentors in the Peer Mentor Program. The unique model employs successful graduate and upper-division undergraduate students as teaching assistants in Freshman and Sophomore Inquiry classes to promote greater student success at the university. The authors reflect on their pedagogy from the perspectives as former mentors and current faculty. They discuss how their pedagogy has evolved through roles in University Studies. This article is constructed as a dialogue, using excerpts from those conversations. It explores issues of equity and access, and the care ethic that undergirds their shared approaches to teaching.
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