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Volunteering for DASP


All DASP mentors are required to satisfy the following requirements related to their status with the University for initial and continued service:

  • Must be a minimum of 18 years of age.
  • Must be enrolled in a degree program at Drexel University.
  • Must be in good academic standing at Drexel University.
  • Cannot have a hold on record that prevents registration.
  • Cannot have a pending or resolved judicial sanction on record with Drexel’s Office of Student Conduct and Community Standards.
  • Cannot have been convicted of a crime (including, without limitation, any crime involving violence, alcohol, or drugs), felony, or misdemeanor or have any criminal charges pending or unresolved in any court. Conviction includes judgment, found guilty by a judge or jury, pleaded guilty or nolo contendere, received probation without verdict, disposition in lieu of trial, or Accelerated Rehabilitative Disposition (ARD).


  • Must have an expressed interest in working with students on the autism spectrum.
  • Must commit 5 hours per week to the program.
  • Must complete initial training before being assigned to a mentee.
  • Must complete 7 hours per term of supervision and ongoing professional development activities to remain eligible for continued involvement as a DASP mentor.

Job Summary

  • DASP mentors provided support with academic self-management, social skills, independent living, and self-advocacy to Drexel students.
  • DASP mentors work with students in setting goals, developing strategies, building skills, linking to and effectively engaging appropriate support resources, and integrating more fully into a community of learners at Drexel.
  • DASP mentors interact individually with their assigned student, help facilitate student interaction at DASP sponsored events, and provide students with a supportive, caring, and safe environment in which they can learn and grow.

Essential Functions

  • Build rapport with assigned mentee.
  • Provide ongoing needs assessment and formative feedback in helping students to explicate and unpack the hidden curriculum and social pragmatics.
  • Foster purposeful self-awareness and vision for self.
  • Establish mutually agreed upon models of behavioral change.
  • Track, assess, and document progress toward and provide guidance in the continued evaluation of the appropriateness of codified, self-determined goals.
  • Model appropriate social behavior.
  • Provide support and referral for ongoing development of executive function that promotes academic success.

To Apply To Be A Mentor

Send e-mail to expressing interest in volunteer opportunities.