scholarly journals Social and Academic Investment

2019 ◽  
Vol 23 (1) ◽  
Author(s):  
Krystal A. Foxx
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Peer Relationships ◽  
Race And Ethnicity ◽  
Peer Mentoring ◽  
Engineering Students ◽  
Mentoring Relationships ◽  
Female Participant ◽  
Positive Interactions ◽  
First Year

Peer mentoring serves as a strategy for engaging students both academically and socially in higher education. A qualitative case study was conducted to examine the experiences of three first-year engineering student mentees of color who participated in a formal peer mentoring program. The study also explored the participants’ perceptions of the roles of race, ethnicity, and social capital in their peer relationships. During one-onone interviews, student mentees emphasized increases of social capital, such as more access and awareness of resources and added active roles in student organizations on campus through their relationships with assigned mentors. Additionally, mentee participants mentioned having stronger connections to their peer mentors because of similarities in age and experiences in the classroom. As participants described benefits of the peer mentoring relationship leading to higher academic performance, enhanced skills were a major highlight. These skills included effective note taking, better study habits, and more positive interactions with faculty. Although student mentees did not perceive that race and ethnicity played a major role in their peer mentoring relationships, the female participant acknowledged gender as a major factor of the educational experience in engineering. Overall, the study highlighted that formal peer mentoring programs are highly beneficial in the orientation and transition of first-year engineering students as they navigate higher education institutions.

Access and Mobilization: How Social Capital Relates to Low-Income Youth’s Postsecondary Educational (PSE) Attainment

2015 ◽  
Vol 50 (4) ◽  
pp. 439-461 ◽  
Author(s):  
Mariam Ashtiani ◽  
Cynthia Feliciano
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Low Income ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
Mentoring Relationships ◽  
College Entry ◽  
Nationally Representative ◽  
Low Income Families ◽  
Bachelor's Degree Attainment

Youth from advantaged backgrounds have more social relationships that provide access to resources facilitating their educational success than those from low-income families. Does access to and mobilization of social capital also relate to success among the few low-income youth who “overcome the odds” and persist in higher education? Using nationally representative longitudinal data over a 14-year period, this study shows that although access to social capital in families, schools, and communities is positively related to entry into higher education, most forms of adolescent social capital are not independently associated with degree attainment. However, the mobilization of social capital through certain types of mentorship benefits both the college entry and bachelor’s degree attainment of low-income youth, more so than for their more economically advantaged peers. Findings suggest that developing enduring mentoring relationships and new social resources rooted in the higher education context may be especially important in facilitating degree attainment for young adults from low-income backgrounds.

First Year Engineering Students' Approaches to Study

2002 ◽  
Vol 39 (3) ◽  
pp. 201-209 ◽  
Author(s):  
John W. K. Rowe
Keyword(s):  
Higher Education ◽  
Engineering Students ◽  
Approaches To Learning ◽  
First Year ◽  
Student Approaches To Learning ◽  
Approaches To Study

Student approaches to learning (SAL) and the levels of understanding they achieve are critically linked and closely related to motivation. This paper reports the results of a study involving first year higher education engineering students using the ASI-32 questionnaire to investigate approaches to study and end of year achievement.

FEUP peer mentoring: Promoting integration through support and experience sharing

2021 ◽  
pp. 030641902110259
Author(s):  
IM Ribeiro ◽  
TP Duarte ◽  
MMSM Bastos ◽  
AA Sousa ◽  
LFA Martins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
First Year Students ◽  
Integration Program ◽  
Social And Academic Integration ◽  
Degree Of Satisfaction ◽  
New Type ◽  
The University ◽  
Insight Into

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

Addressing the Stressful First Year in College: Could Peer Mentoring Be a Critical Strategy?

2018 ◽  
Vol 22 (3) ◽  
pp. 481-496 ◽  
Author(s):  
Stephanie R. Lane
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
Retention Strategy ◽  
Education Professionals ◽  
First Year College ◽  
Freshmen Students ◽  
Raising Awareness ◽  
Higher Education Professionals ◽  
Psychosocial Challenges

Peer mentoring has emerged as a viable retention strategy to aid higher education institutions in their efforts to ensure freshmen students make it through that crucial first year and beyond and obtain that degree. Although peer mentoring has been in existence for decades and, there is increasing research on this topic, there are no reviews of the literature more recent than 2009. Utilizing an integrative literature review, the research presented in this article provides an overview of current existing peer mentoring literature specific to its impact on stress and adjustment in the first year of college and retention outcomes in higher education. Findings from this study are aimed at informing best practices in first-year college retention efforts and raising awareness among higher education professionals on the psychosocial challenges many college freshmen bring with them and how it can negatively impact retention outcomes.

Undergraduate Peer Mentoring: An Investigation into Processes, Activities and Outcomes

2007 ◽  
Vol 6 (2) ◽  
pp. 98-103 ◽  
Author(s):  
Ros Hill ◽  
Peter Reddy
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Professional Identity ◽  
Peer Mentoring ◽  
Student Participation ◽  
First Year ◽  
Personal Integrity ◽  
Academic Values ◽  
Transition To University ◽  
Unique Part

Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. We propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, we examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.

scholarly journals Social Capital From Professional Engineering Organizations and the Persistence of Women and Underrepresented Minority Undergraduates

2021 ◽  
Vol 6 ◽  
Author(s):  
Chrystal A. S. Smith ◽  
Hesborn Wao ◽  
Gladis Kersaint ◽  
Rebecca Campbell-Montalvo ◽  
Phyllis Gray-Ray ◽  
...  
Keyword(s):  
Social Capital ◽  
Engineering Students ◽  
First Year ◽  
Underrepresented Minority ◽  
Engineering Majors ◽  
Insider Information ◽  
Engineering Organizations ◽  
Second Year ◽  
Undergraduate Programs ◽  
Professional Resources

Professional engineering organizations (PEOs) have the potential to provide women and underrepresented and minoritized (URM) students with social capital (i.e., resources gained from relationships) that aids their persistence in their engineering undergraduate programs and into the workforce. We hypothesize that women and URM students engineering students who participate in PEOs are more likely to persist in their engineering major and that PEOs contribute to their persistence by providing them access to insider information that supports their persistence. Each year for five years we administered surveys with closed- and open-ended items to examine the association between participating in PEOs and the persistence of a cohort of engineering majors from 11 diverse universities. We used logistic regression and thematic analysis to analyze the data. URM students who participated in PEOs and other engineering related activities were more likely to persist to the second year than URM students who did not (adjusted odds ratio = 2.18, CI: 1.09, 4.37). Students reported that PEOs contributed to their persistence by enabling them to network, reduce gender and race/ethnic isolation, and access professional resources. URM students should be encouraged to participate in PEOs beginning in their first year to increase their integration in their major, which we have found to increase their persistence.

scholarly journals Students as Partners in Peer Mentoring: Expectations, Experiences and Emotions

2021 ◽  
Author(s):  
Christina Seery ◽  
Andrea Andres ◽  
Niamh Moore-Cherry ◽  
Sara O’Sullivan
Keyword(s):  
Peer Mentoring ◽  
Critical Role ◽  
Mentoring Relationships ◽  
First Year ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Roles And Responsibilities ◽  
Emotional Labour ◽  
Partnership Approach ◽  
The Impact

AbstractIncreasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.

scholarly journals Mentoring program for students newly enrolled in an Engineering Degree

2016 ◽  
Vol 3 (2) ◽  
pp. 30
Author(s):  
Juan Pedro Peña-Martín ◽  
Eva González-Parada ◽  
Carmen García-Berdonés ◽  
Eduardo Javier Pérez-Rodríguez
Keyword(s):  
Program Evaluation ◽  
Peer Mentoring ◽  
Engineering Students ◽  
Virtual Learning Environment ◽  
First Year ◽  
Mentoring Program ◽  
Engineering Degree ◽  
Generic Competences ◽  
The University ◽  
Senior Students

<p class="Textoindependiente21">This work presents a mentoring program for first year engineering students in the Telecommunications Engineering College (ETSIT) at the University of Malaga (UMA). Actors involved in the program are professors from staff, veterans mentoring students and, of course, freshmen. All of them has been organized trough the Moodle based Virtual Learning Environment Platform of the UMA. The program has gone through several phases over three years. This paper shows the main objectives of this mentoring program, the initial design to get them where professors played mentor role, and successive changes made to try to improve the results, including the assumption of the mentor role by senior students (peer mentoring). The tools used for program evaluation are shown too. Despite the low participation, it has been a framework for the development of various educational and socializing activities (for mentors and mentees) focused on developing generic competences. Furthermore, it has been a research tool to get a better understanding of problems affecting students newly enrolled.</p>

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