Early Assist
Early Assist Program Upcoming Events
Virtual Early Assist Program Orientations sessions:
Early Assist Program - CNAS/BCoE
Early Assist helps first-year College of Natural and Agricultural Sciences (CNAS) and Bourns College of Engineering (BCoE) students build confidence and succeed in their STEM journey at UCR. Designed for students placed into Math 3, the program provides support throughout the math prerequisite series (Math 3 in Fall, Math 6A in Winter, and Math 6B in Spring).
Each student is paired with a successful CNAS or BCoE Peer Educator who can provide guidance, share strategies for success, and offer support along the way. With consistent encouragement and a peer who understands the UCR experience, Early Assist helps students strengthen their math skills, stay on track, and feel prepared to take the next step toward their STEM goals.
Early Assist Program - School Business
NEW Early Assist program for the School of Business.
Early Assist supports first-year School of Business students majoring in Actuarial Science and Business Analytics as they build the skills and confidence needed to succeed at UCR. Designed for students placed into Math 3, the program provides ongoing support throughout the math prerequisite series (Math 3 in Fall, Math 6A in Winter, and Math 6B in Spring).
Each student is paired with a successful School of Business Peer Educator who can provide guidance, share strategies for success, and help students navigate the challenges of college-level math. Through consistent support and encouragement, Early Assist helps students strengthen their math foundation, stay on track with their coursework, and prepare for the quantitative courses that are essential to their major and future career.
Early Assist Program
Years of program data show that students who regularly meet with an Early Assist Peer Educator demonstrate stronger academic outcomes than students who do not participate in the program. Early Assist participants earn higher grades in Math 3 and are more likely to successfully complete the course with a 75% or higher. Participants continue to earn higher grades in Math 6A and Math 6B as well. They also demonstrate higher cumulative and quarter GPAs compared to non-participants.
Beyond grades, regular meetings with Peer Educators help students develop stronger study habits, better understand their academic roadmap, and build confidence in their ability to succeed at UCR. Early Assist provides the support, strategies, and encouragement students need to thrive, not just get through their first year.
Tools for Success
Student Positions
Are you interested in becoming an Early Assist Peer Educator? See the qualifications and primary job responsibilities below.
Applications should be printed out and turned in at the ARC front desk. If you have any questions about becoming an Early Assist Peer Educator or would like to see the full job description, please contact Lindsey Gwozdz.
- Peer Educators must have sophomore, junior, or senior standing as full-time UCR students; three quarters of prior attendance at UCR is preferred.
- Peer Educators must always maintain an overall UCR GPA of 3.0 or above; higher GPAs are preferred.
- Peer Educators must have earned at least a B+ in the classes they are assigned to, with this exception: if Peer Educators tested out of a class, or took the class at another institution, they may be assigned to that class provided that they earned at least a B+ in the first class in its sequence taken at UCR (this exception will usually be applied only to Mathematics classes).
- Peer Educators must have general competence in the discipline of the classes they are assigned to (as demonstrated by their major or by other classes taken in that field).
- Peer Educators must have good interpersonal and communication skills, and must display a strong sense of responsibility and professionalism.
- Peer Educators are expected to be familiar with material in the textbooks and be prepared to solve homework problems.
- Peer Educators must be available, at least seven hours per week, to meet one-on-one with their assigned students for a minimum of one hour.
- Peer Educators must participate in general orientations and training for all new Academic Resource Center student workers, as well as additional trainings specifically for the Early Assist Program.
- Peer Educators must attend weekly all-staff meetings.