Encourage and Retain Students through Peer‐Mentoring Programs

2021 ◽  
Vol 31 (1) ◽  
pp. 5-7
Author(s):  
Joan Hope
Keyword(s):  
Peer Mentoring ◽  
Mentoring Programs

The Experiences and Perceptions of College Peer Mentors Interacting with Students with Intellectual and Developmental Disabilities

2020 ◽  
Vol 45 (4) ◽  
pp. 271-287
Author(s):  
Lindsay S. Athamanah ◽  
Marisa H. Fisher ◽  
Connie Sung ◽  
Jinny E. Han
Keyword(s):  
High School Students ◽  
Developmental Disabilities ◽  
Peer Mentoring ◽  
Social Impact ◽  
Mentoring Programs ◽  
Future Research ◽  
Mentoring Program ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
The Impact

Peer mentoring programs provide an opportunity for individuals with and without intellectual and developmental disabilities (IDD) to learn, socialize, and work together in supportive and inclusive environments. In this study, we used a phenomenological research design to explore the impact of a college campus-based peer mentoring program on the experiences and perceptions of participating college peer mentors ( n = 13) toward high school students with IDD who were enrolled in a school-to-work transition program housed on campus. Using thematic analysis across four different data sources, we identified three main themes that peer mentors discussed based on their experiences in the program: (a) mentors’ personal development: constructing meaning of self, (b) mentee growth: perceived work and social impact, and (c) campus community benefits: normalizing disability. Peer mentors reported their own attitudes toward individuals with IDD were changed based on participating in the peer mentoring program and they observed improvements in their mentees’ personal and work-related social relationships. We discuss how these outcomes have impacted the peer mentors’ attitudes, career choices, and lives in general. We also provide implications for future research and practice regarding development and implementation of peer mentoring programs in the community.

scholarly journals Mentee Perspectives of a First-Year Peer Mentoring Program for Education Doctoral (EdD) Students

10.28945/4148 ◽  
2018 ◽  
Vol 13 ◽  
pp. 471-495 ◽  
Author(s):  
Rachel L Geesa ◽  
Kendra Lowery ◽  
Kat McConnell
Keyword(s):  
Doctoral Students ◽  
Degree Completion ◽  
Peer Mentoring ◽  
Single Case ◽  
Degree Program ◽  
Mentoring Programs ◽  
Future Research ◽  
First Year ◽  
Mentoring Program ◽  
Program Support

Aim/Purpose: In this paper, we examine how first-year education doctoral (EdD) students in a peer mentoring program may be supported in the academic and psychosocial domains to increase timely degree completion, decrease attrition, and improve the EdD program for students and faculty. Background: EdD students often face unique trials based on academic, social, professional, and personal challenges that arise during their degree program. The paper addresses how peer mentoring programs may help students overcome these challenges while completing their EdD program. Methodology: To investigate the effectiveness of a peer mentoring program for students, we focused on a single case study of an EdD peer mentoring program with 11 first-year EdD students who participated in the program. Using mixed methods, we collected and analyzed data from pre- and post-surveys, individual interviews, and a focus group. Contribution: Few studies about peer mentoring programs for EdD students exist. This study is unique because it focuses on first-year EdD students’ perspectives and, unlike other studies on peer mentoring programs, peer mentors are defined as graduates of the EdD program or current EdD students who are further along in the program. Whilst many studies of peer mentoring recommend peer mentoring for new students, our findings suggest that in the case of EdD students, extended or later peer mentoring may be more beneficial. Findings: From the quantitative and qualitative data results, five themes related to mentee perspectives of the benefits of EdD peer mentoring program emerged: 1) receiving academic advice and program support; 2) focusing on the future; 3) receiving emotional support and work-life balance advice; 4) having an experienced and relatable mentor; and 5) needing more mentoring to derive benefits. While mentees reported positive feelings about the mentoring program, many expressed that they did not yet have a need for mentoring. Considering that most mentoring studies focus on early program mentees, these results present the possibility of a need for extended or later-program mentoring. Based on the data, we identified a need for additional research which focuses on determining the correct timing for EdD students to begin peer mentoring program since students take coursework during their first year and have not begun work in the dissertation phase of the program. Recommendations for Practitioners: Sustainability of peer mentoring programs can present challenges based on the time and needs of mentees, mentors, and faculty. Doctoral faculty should evaluate the benefits of an EdD peer mentoring program for mentees on a regular basis to ensure that the program effectively supports and guides mentees to degree completion. Recommendation for Researchers: Literature and research on the evaluation, impact, and value of peer mentoring programs for EdD students and first-year doctoral students are limited. Researchers could study further the perspectives of mentees in an EdD peer mentoring program throughout their degree program from taking coursework to writing a dissertation. The benefits of early-program mentoring in comparison to later-program mentoring could be investigated further. Impact on Society: Providing mentoring opportunities to EdD students may help them overcome academic, social, and emotional challenges, and in turn, allow more education leaders to successfully complete their EdD and use their education to improve their school communities. Future Research: Future studies should examine other options of mentoring programs for first-year EdD students and EdD students who completed their EdD coursework and are working on their dissertation. Longitudinal studies are also needed to track mentees’ progression throughout the program.

scholarly journals Peer Mentoring and Development of Student Agency

2020 ◽  
Vol 2019 (1) ◽  
pp. 409
Author(s):  
Hidenori Kuwabara ◽  
Kevin M. McManus ◽  
Mayumi Watanabe
Keyword(s):  
Language Learning ◽  
Peer Mentoring ◽  
English Language ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Student Agency ◽  
Japanese Education ◽  
Report Data ◽  
Learner Agency ◽  
The Many

Peer-mentoring programs have become increasingly popular in recent years due to the many benefits they offer participating students. However, studies on peer mentoring in Japanese education often focus on the benefits afforded to mentees and not the mentors. The development of agency among student participants of a mentoring program in an English-language department at a Japanese university conducted between 2012 and 2018 is investigated in this study. The authors examined how the experience of mentoring a struggling underclassman encouraged learner agency for student mentors. The authors conducted qualitative analysis using the KJ Method of student interviews with four mentors and quantitative analysis of post-mentoring session report data of 316 reports using a co-occurrence network diagram using KH Coder. The results identify eight agency-related categories for mentors, indicating that the mentors’ agency also developed through the experience, particularly with regard to their study behavior and use of available language-learning resources. 学習者が学習者をサポートするピア・メンタリングは，学習者にとって有益であることが認められてきており，実践例も多くみられるようになってきた。本研究はピア・メンタリングの実践において，メンターの自主性の発達を明らかにしようとした。特に下級生を導くのに，メンターを務めた学生がそれまでの自分の経験をどのように活かして自主性を発揮したのかに焦点をあて，メンターへのインタビューと下級生とのセッションの記録を，KJ法とKH Coderの共起ネットワークを用いて分析した。結果として，自主性に強く関連する刺激が8項目あることが認められ，自身の言語学習の知識や経験をメンター活動に活かすことで，メンター自身の自主性に影響があることが分かった。

scholarly journals Engaging ‘students as partners’ in the design and development of a peer-mentoring program

2017 ◽  
Vol 8 (2) ◽  
pp. 113-116 ◽  
Author(s):  
Sarah O'Shea ◽  
Sue Bennett ◽  
Janine Delahunty
Keyword(s):  
Peer Mentoring ◽  
Pilot Project ◽  
Innovative Approach ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Design Development ◽  
School Of Education ◽  
Student Mentors ◽  
Guidelines And Recommendations ◽  
The University

This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM) across the University of Wollongong (UOW). 

scholarly journals An undergraduate peer mentoring program at a Canadian university: Impact on student learning as perceived by instructors, peer mentors, and students

2021 ◽  
Vol 5 (2) ◽  
pp. 98-110
Author(s):  
Dan S. Petrescu ◽  
Armin Yazdani ◽  
Cassidy R. VanderSchee ◽  
Christopher A. Bailey ◽  
Faygie Covens ◽  
...  
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Peer Mentoring ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Course Content ◽  
Implementation Model ◽  
Mcgill University

Large undergraduate courses make it difficult for students to achieve learning outcomes, in part due to the lack of resources available to course instructors to support student learning in these intimidating and often impersonal settings. One way to support instructor teaching and student learning is the implementation of undergraduate peer mentoring programs, which capitalize on the Students-as-Partners framework. Undergraduate mentors’ relatability to their peers and their mastery of the course content make them excellent resources. This paper describes the development and implementation of a university-wide undergraduate peer mentoring program at McGill University in Canada and its impact on student learning as perceived by three populations: instructors, peer mentors, and students. Data on perceived learning was gathered through qualitative surveys. This case study presents one implementation model that may guide and inform the implementation of similar programs at other higher education institutions.

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

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