Peer mentorship programs for students with autism have gaps

Peer mentorship programs are promoted as reciprocal, where both mentors and mentees benefit; however, the majority of qualitative research focuses on the positive outcomes for mentees, while few (Haggard et al., 2011; Heirdsfield et al., 2008) focus on the experiences and positive outcomes for mentors. International student peer mentorship programs help mentors develop leadership, intercultural communication, and professional skills as they help others and interact with students from different cultures and backgrounds (Haggard et al., 2011). This research study is going to fill the gap and contribute to international higher education by focusing on student peer mentors’ self-experience and how they value their roles. The research project specifically seeks to address the following questions: How do student mentors perceive and value the experiences of being peer mentors for international students? How does the international student peer mentor program contribute to mentors’ development?

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Developing a Peer Mentorship Program in Human Factors Academia

Proceedings of the Human Factors and Ergonomics Society Annual Meeting ◽

10.1177/1071181321651141 ◽

2021 ◽

Vol 65 (1) ◽

pp. 571-575

Author(s):

Emily A. Rickel ◽

Barbara S. Chaparro

Keyword(s):

University Students ◽

Human Factors ◽

Professional Growth ◽

Positive Impact ◽

Lessons Learned ◽

Mentorship Program ◽

Peer Mentorship ◽

Human Factors And Ergonomics ◽

Professional Outcomes ◽

Mentorship Programs

Peer mentorship programs that pair more experienced students (i.e., mentors) with less experienced students (i.e., mentees) can have an effective, positive impact on university students’ personal, academic, and professional outcomes. The purpose of this paper is to describe the process and lessons learned in the creation of a peer mentorship program in a Human Factors and Ergonomics (HF/E) academic department. Through a combination of peer networking opportunities and skill development workshops, the mentorship program outlined in this paper aims to promote students’ academic and professional growth. Take-aways that can be utilized by other HF/E academia departments interested in starting or revamping their own peer mentorship programs are included.

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An Integrative Review of Peer Mentorship Programs for Undergraduate Nursing Students

Journal of Nursing Education ◽

10.3928/01484834-20160216-04 ◽

2016 ◽

Vol 55 (3) ◽

pp. 141-149 ◽

Cited By ~ 9

Author(s):

Carissa Wong ◽

Natalie Stake-Doucet ◽

Celia Lombardo ◽

Lia Sanzone ◽

Argerie Tsimicalis

Keyword(s):

Nursing Students ◽

Integrative Review ◽

Undergraduate Nursing Students ◽

Peer Mentorship ◽

Undergraduate Nursing ◽

Mentorship Programs

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The Impact of Program Structure and Goal Setting on Mentors’ Perceptions of Peer Mentorship in Academia

Canadian Journal of Higher Education ◽

10.47678/cjhe.v50i2.188591 ◽

2020 ◽

Vol 50 (2) ◽

pp. 24-38

Author(s):

Zeeshan Haqqee ◽

Lori Goff ◽

Kris Knorr ◽

Michael B. Gill

Keyword(s):

Leadership Development ◽

Postsecondary Education ◽

Goal Setting ◽

Peer Mentors ◽

Mentorship Program ◽

Peer Mentorship ◽

Academic Courses ◽

Mentorship Programs ◽

The Impact ◽

Senior Students

Many peer mentorship programs in academia train senior students to guide groups of incoming students through the rigors of postsecondary education. The mentorship program’s structure can influence how mentors develop from this experience. Here, we compare how two different peer mentorship programs have shaped mentors’ experiences and development. The curricular peer mentorship program was offered to mentors and mentees as credited academic courses. The non-curricular program was offered as a voluntary student union service to students and peer mentors. Both groups of peer mentors shared similar benefits, with curricular peer mentors (CMs) greatly valuing student interaction, and non-curricular peer mentors (NCMs) greatly valuing leadership development. Lack of autonomy and lack of mentee commitment were cited as the biggest concerns for CMs and NCMs, respectively. Both groups valued goal setting in shaping their mentorship development, but CMs raised concerns about its overemphasis. Implications for optimal structuring of academic mentorship programs are discussed.

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Toward an Understanding of Best Practices in Student-Athlete Peer Mentorship Programs: Implications for Division I Higher Education and Intercollegiate Athletics Practitioners

Journal for the Study of Sports and Athletes in Education ◽

10.1179/1935739715z.00000000033 ◽

2015 ◽

Vol 9 (1) ◽

pp. 12-28

Author(s):

Kristina M. Navarro

Keyword(s):

Higher Education ◽

Best Practices ◽

Intercollegiate Athletics ◽

Division I ◽

Student Athlete ◽

Peer Mentorship ◽

Mentorship Programs

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Mentorship Programs for Faculty Development in Academic General Pediatric Divisions

International Journal of Pediatrics ◽

10.1155/2011/538616 ◽

2011 ◽

Vol 2011 ◽

pp. 1-5 ◽

Cited By ~ 4

Author(s):

Jennifer Takagishi ◽

Sharon Dabrow

Keyword(s):

Professional Development ◽

Research Work ◽

Work Life ◽

Mentoring Relationships ◽

Critical Area ◽

Life Balance ◽

Mentorship Program ◽

Electronic Survey ◽

Peer Mentorship ◽

Mentorship Programs

Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion.Methods. General pediatric division chiefs accessed an electronic survey asking about mentorship relationships, their ability to create a mentorship program, and resources needed.Results. Dyadic mentorship programs were available at 53% of divisions. Peer mentorship programs were available at 27% of divisions. Overall, 84% of chiefs believed that dyadic mentorship would benefit their faculty. 91% of chiefs believed that peer mentorship would benefit their faculty. Chiefs were interested in starting peer (57%) or dyadic (55%) mentorship programs. Few divisions had a peer mentorship program available, whereas 24% already had a dyadic program. 43% of chiefs felt that they had the tools to start a program. Many tools are needed to create a program.Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

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