Self-reflective mentoring: perspectives of peer mentors in an education doctoral program

2019 ◽  
Vol 8 (2) ◽  
pp. 86-101 ◽  
Author(s):  
Kat McConnell ◽  
Rachel Louise Geesa ◽  
Kendra Lowery
Keyword(s):  
Professional Development ◽  
Focus Group ◽  
Professional Growth ◽  
Peer Mentoring ◽  
Small Sample ◽  
Public Institution ◽  
Mentoring Program ◽  
Full Time ◽  
Peer Mentors ◽  
Content Type

Purpose The purpose of this paper is to discover peer mentors’ perspectives of an education doctoral (Doctorate of Education) peer mentoring program implemented in a mid-sized public institution. Design/methodology/approach Data from one focus group and an interview collected from peer mentors as part of a larger case study of mentors and mentees in a peer mentoring program for education doctoral students are presented. Four (n=4) peer mentors participated in a focus group (n=3) and an interview (n=1). Participants were asked about their perceptions of the program and their experiences as mentors. Findings Four themes were discovered within the data: mentors relate to social, emotional and academic life balances of mentees, mentors provide support and reassurance to mentees, mentors guide mentees to focus on the future, and mentors gain personal and professional growth from the peer mentoring program. Results indicated that mentors believed that the program was helpful for their mentees and beneficial to their own personal and professional development. Research limitations/implications Limitations of this study include the small sample size (n=4) and the short period of time in which participants were asked to be a part of the mentoring program and reflect in focus groups and interview (one academic year). Implications of this study include the benefits of peer mentoring for both mentors and mentees alike. Originality/value In contrast to many other studies of peer mentoring programs, this peer mentoring program targeted scholar-practitioner students who were balancing full-time careers with their coursework and family lives. Thus, peer mentors focused more on career and work-life balance with mentees than mentors may in other programs, as well as finding benefit to their own professional development.

The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM)

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Amanda Rockinson-Szapkiw ◽  
Jillian L. Wendt
Keyword(s):  
Historically Black ◽  
Self Efficacy ◽  
Peer Mentoring ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Career Interest ◽  
Content Type ◽  
Science Technology ◽  
And Behaviors ◽  
And Mathematics

PurposeThe unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM.Design/methodology/approachUsing a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions.FindingsThe experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies.Originality/valueFindings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support.

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.

Peer mentoring in entrepreneurship education: towards a role typology

2018 ◽  
Vol 60 (9) ◽  
pp. 1026-1040 ◽  
Author(s):  
Elin Kubberød ◽  
Siw M. Fosstenløkken ◽  
Per Olav Erstad
Keyword(s):  
Peer Mentoring ◽  
Role Model ◽  
Theory Development ◽  
Entrepreneurship Education ◽  
Learning Support ◽  
Peer Mentors ◽  
Cross Sectional ◽  
Entrepreneurial Learning ◽  
Content Type

PurposeThe purpose of this paper is to explore the contributions of peer mentoring as a learning support for mentee students in higher entrepreneurship education.Design/methodology/approachThis paper presents a single embedded case study focussing on mentee students’ perceptions of peer mentors’ support of their entrepreneurial learning during an experiential master’s course. Employing an abductive approach, the researchers conducted cross-sectional, thematic analyses of individual mentee interviews complemented by data from joint reflection sessions, reflection reports and observations during the course timeline.FindingsThe peer mentors contributed to the mentee students’ learning through various forms of support, which were categorised into mentor roles, mentor functions and intervention styles. The analysis found that peer mentors fulfil three coexisting roles: learning facilitator, supportive coach and familiar role model. These roles constitute the pillars of a typology of entrepreneurial peer mentoring.Research limitations/implicationsThis study contributes theoretical and empirical insights on peer mentoring in entrepreneurship education. It represents a first benchmark of best practices for future studies.Practical implicationsThe case study suggests that adding peer mentoring represents more efficient support for entrepreneurial learning than a teacher alone is able to provide. The typology can also be used for training peer mentors.Originality/valueThe researchers construct a new typology for entrepreneurial learning support, which contributes to theory development within the field of entrepreneurship education.

Value of help from someone who's been there.

2015 ◽  
Vol 33 (29_suppl) ◽  
pp. 241-241
Author(s):  
Debbie McCally Schultz ◽  
Susan Penn French
Keyword(s):  
Peer Mentoring ◽  
Whipple Procedure ◽  
Support Program ◽  
Cancer Center ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Loved One ◽  
Md Anderson ◽  
The One ◽  
Treatment Step

241 Background: Cancer patients want to speak with someone who has their diagnosis, treatment or experience; but speaking with someone before an ostomy surgery, pelvic extenteration or the Whipple procedure, etc. can be particularly helpful due to the increased anxiety related to these and other serious procedures. A custom peer mentoring program by the cancer center for diagnosis or serious treatment purposes is optimal. Clinicians and patients want the service and attest to the importance of a one-on-one support connection. Methods: Steps were taken to partner with clinicians feeling peer support would be important to their patient. They want to make the best connection possible in a timely manner. Clinicians worked with the psychosocial program offering support to customize the connection so it would match the patient’s next treatment step. Peer mentors were recruited and trained to deliver a motivational interview style of approach in speaking with others who have the same cancer treatment experience. Mentors share resiliency tips they have developed or have found helpful. Results: MD Anderson Cancer Center’s Volunteer Services department offers a One-on-One support program of trained survivor volunteers available to support other survivors. The program has become a valued psychosocial offering by the MD Anderson. The clinicians and Volunteer Services staff team together to create a specific type of peer mentoring for a serious treatment or procedure or diagnosis. The volunteer staff department administers the One-on-One support program by recruiting, training and making available the connections when requested by clinician or patient. Currently, there are 1912 active survivor volunteers in the One-on-One support database. 2370 connections were made in FY14 and 1596 connections to date in FY15. Conclusions: Patients get support from survivors who have had the same experience at a time when their anxiety may be highest. Survivors who have lived through the same serious treatment and are hopeful and resilient after the procedures make the patient feel less isolated, frightened and supported by others. Caregivers, who often have more anxiety than the patient, welcome the support for their loved one.

Developing effective professional development programs: a case study

2014 ◽  
Vol 115 (11/12) ◽  
pp. 542-557 ◽  
Author(s):  
Shu Guo
Keyword(s):  
Professional Development ◽  
Needs Assessment ◽  
Professional Growth ◽  
Development Program ◽  
Professional Development Program ◽  
Development Programs ◽  
Need Assessment ◽  
Content Type ◽  
Effective Professional Development ◽  
Professional Development Programs

Purpose – This paper aims to investigate the practices of a well-established professional development committee (PDC) at an academic library to reveal the development of effective professional development programs with various themes and the diversified delivering formats and the assessment of library employees’ training needs and the effectiveness of professional development programs with Needs Assessment Surveys and Program Follow-up Employee Opinion Surveys. Professional development programs are widely adopted in academic libraries to support the professional growth of library employees and improve the quality of library services. Developing, promoting and administering professional development programs are main responsibilities of the PDC. Design/methodology/approach – The study is based upon the PDC’s recent practices since 2011. The Needs Assessment Surveys (in 2012 and 2013) are conducted electronically, so are the Opinion Surveys since 2013 which are formerly conducted in paper. Findings – The well-planned professional development program themes with special designed delivery formats have demonstrated their effectiveness through high attendance of each professional development event. The positive results and high compliments from both Need Assessment Surveys and Opinion Surveys also endorse their values to employee’s professional growth. Originality/value – This paper classifies various professional development program ideas into six program themes and three special delivery formats, and each is presented with intention, planning and organization. This paper also provides details of using different Need Assessment Surveys and Opinion Surveys for evaluation, which is also lacked in published literature.

Peer mentoring to support first-generation low-income college students

2018 ◽  
Vol 99 (7) ◽  
pp. 47-51 ◽  
Author(s):  
Sean Plaskett ◽  
Diksha Bali ◽  
Michael J. Nakkula ◽  
John Harris
Keyword(s):  
Low Income ◽  
Peer Mentoring ◽  
First Generation ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Qualitative Investigation ◽  
Potential Value ◽  
Formidable Challenge ◽  
High School To College ◽  
Low Income College Students

Transitioning from high school to college can be a formidable challenge, especially for students who are the first in their family to attend college (first-generation) and/or are from low-income backgrounds. The authors’ qualitative investigation of a college mentoring program illuminates the potential value of relatable peer mentors in helping these students get off to a good start.

scholarly journals F.A.C.E.S. (Faculty Academic Community Education Showcase): Professional Growth Experiences In A Career University

2012 ◽  
Vol 5 (2) ◽  
pp. 81
Author(s):  
Paul J. Colbert
Keyword(s):  
Professional Development ◽  
Professional Growth ◽  
Growth And Development ◽  
Community Education ◽  
Learning Experiences ◽  
College Education ◽  
Core Values ◽  
Academic Community ◽  
Full Time ◽  
Academic Year

Institutes of higher education exist for the purpose of developing, fostering, nurturing, and stimulating the intellectual growth and development of students. The core values of a college education provide students conceptual and practical educational opportunities that focus on improving their skills and knowledge. These skills and knowledge translate into purposeful, real-life learning experiences. However, in the academic community, learning is not restricted to students. Faculty, too, must be supported and provided opportunities for personal and professional growth and development. Although professional development is not a novel concept in the education profession, schools often take up the gauntlet, but fall short of running with it. A commitment to share the collective skills, teaching strategies, and experiences of colleagues in the university community should be one of the institutions core values. The need today for academic rigor and the emphasis on accountability and evidence of professional development of teachers have become key components in faculty performance evaluations in both teaching and research higher educational institutional settings. This paper examines how a career university addresses professional development by embracing change in its faculty orientation process at the start of the academic year through the implementation of a faculty development program and sustainable model for building a teaching and learning showcase of faculty talent. The orientation program - F.A.C.E.S. (Faculty Academic Community Education Showcase) - provides a series of interactive seminars conducted by and for full-time faculty at the Johnson & Wales University (JWU) Providence, Rhode Island, campus that mirrors their professional expertise, educational best practices, and career experiences within and beyond the JWU academic community. It examines the program goals and objectives, evidence of its evaluation by participants and administration, and the follow-up programs in place to provide further opportunities throughout the academic year that meet faculty needs to learn and engage in a learning environment that translates into and enhances the learning experiences of their students.

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.

Mentor support systems in a doctoral mentoring program

2020 ◽  
Vol 11 (3) ◽  
pp. 311-327
Author(s):  
Rachel Louise Geesa ◽  
Kat R. McConnell ◽  
Nicholas Patrick Elam ◽  
Ellie Clark
Keyword(s):  
Support Systems ◽  
Doctoral Program ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Full Time ◽  
Content Type ◽  
Group Mentoring ◽  
Mentor Support ◽  
Second Year ◽  
Academic Year

Purpose Education doctoral (EdD) students (mentees) typically hold full-time leadership positions in education-related fields while completing their degree. The types of support these scholar-practitioners need is unique because of their focus on balancing full-time work, academic, and personal needs. This study aims to explore mentor support systems for mentees in their first and second year of the EdD program through a group mentoring program, which is designed to provide resources and access to mentors to promote successful degree completion in five years or less. Design/methodology/approach Mentors participated in monthly presentations and discussions with mentees throughout the 2018–2019 academic year, which were video recorded. At the end of the academic year, mentors partook in an interview or focus group meeting. Findings Themes emerged related to mentors’ focus on the dissertation process; emphasis on outreach for support; discussions and work/life balance; selection of presentation topics; perceptions of networking opportunities with mentees; desire to build stronger connections with mentees; and concerns/opinions about the mentoring format. Research limitations/implications The design of a mentoring program for EdD mentees varies throughout the doctorate degree pathway. Mentors support mentees in their doctoral journey through presentations and discussions about relevant topics during their first two years in the doctoral program. Additional studies are needed regarding EdD mentoring programs for students in the third year to the completion of the degree. Originality/value Few studies exist related to mentoring programs for scholar-practitioners in EdD programs. Results from this research provide EdD faculty and advisors insights to group mentoring and discussion topics for first and second year EdD students, based on the mentors’ perspectives.

scholarly journals Antecedents and outcomes of Hungarian nurses’ career adaptability

2018 ◽  
Vol 39 (8) ◽  
pp. 1096-1114 ◽  
Author(s):  
Sofija Pajic ◽  
Ádám Keszler ◽  
Gábor Kismihók ◽  
Stefan T. Mol ◽  
Deanne N. Den Hartog
Keyword(s):  
Career Planning ◽  
Skill Development ◽  
Small Sample ◽  
Career Adaptability ◽  
Full Time ◽  
Role Performance ◽  
Cross Sectional ◽  
Content Type ◽  
Supervisory Ratings ◽  
Nursing Professionals

Purpose With the ageing global population the demand for nursing jobs and the requirements for complex care provision are increasing. In consequence, nursing professionals need to be ready to adapt, obtain variety of skills and engage in career self-management. The purpose of this paper is to investigate individual, micro-level, resources and behaviors that can facilitate matching processes between nursing professionals and their jobs. Design/methodology/approach A survey-based study was conducted among 314 part-time and full-time nursing professionals in Hungary. Findings Consistent with the career construction theory, this study offers evidence on career adaptability as a self-regulatory resource that might stimulate nurses’ adaptation outcomes. Specifically, it demonstrates positive relationships between adaptive readiness (proactive personality and conscientiousness), career adaptability, adapting behaviors (career planning and proactive skill development) and adaptation outcomes (employability and in-role performance). Research limitations/implications The cross-sectional design limits causal inference. Relatively small sample of full-time professionals for whom supervisory-ratings were obtained yields the need of further replication. Practical implications Stimulating development of nurses’ career adaptability, career planning, and proactive skill development can contribute to sustainable career management. It can facilitate the alignment of nurses to performance requirements of their current jobs, preventing individual person-job mismatch. Originality/value Zooming into the context of nursing professionals in Hungary, the study elucidates the understudied link between adaptivity and adapting responses and answers the call for more research that employs other-ratings of adaptation outcomes. It demonstrates the value of career adaptability resources for nurses’ employability and in-role performance.

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