scholarly journals Community, Theory, and Guidance: Reflections on the Benefits of Peer-Mentoring in Evaluation

2019 ◽  
Vol 34 (1) ◽  
Author(s):  
Jenna M LaChenaye ◽  
Ayesha S. Boyce ◽  
Jenna Van Draanen ◽  
Kristin Everett
Keyword(s):  
Professional Development ◽  
Peer Mentoring ◽  
Empirical Work ◽  
Lessons Learned ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Community Theory ◽  
Evaluation Training ◽  
And Training

The majority of evaluation practitioners begin their career in allied fields and stumble into evaluation. As such, university offerings and evaluation professional development sessions have become increasingly popular. As the field continues to professionalize and new mentoring programs emerge, empirical work examining teaching and training in evaluation has gained traction. However, little is known about the role that opportunities such as mentoring play in evaluation training. The purpose of this article is to explore the expected and unexpected benefits of our experiences as participants in an evaluation mentoring program, lessons learned, and logistical and structural promoters of success in peer-mentoring.

Bridging the 15 Million Person Mentoring Gap

2010 ◽  
pp. 43-52
Author(s):  
Caroline Kim Oh ◽  
Theresa Stroisch
Keyword(s):  
Lessons Learned ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Youth Mentoring ◽  
Youth Organizations ◽  
Technology Platform ◽  
New Class ◽  
Start Up ◽  
Isolated Communities ◽  
E Mail

This chapter introduces the history and evolution of iMentor, a NYC-based youth mentoring organization that pioneered the use of guided e-mail communication to enhance the in-person youth mentoring model, and continues to leverage its model and lessons learned to help other groups improve or start up their own mentoring programs. It illustrates how the organization has effectively used technology to add flexibility and structure in its NYC Mentoring Program, engaging a new “class” of program participants: “busy” professionals as mentors and mentees from some of the most economically and geographically isolated communities. It also describes how the organization transformed itself to meet a national demand for its programming by developing and licensing its own mentoring technology platform, iMentor Interactive. The author hopes that by reviewing the experience of iMentor, more mentoring and youth organizations at- large would embrace a thoughtful infusion of technology to positively impact the lives of people they serve. The author, however, strongly believes that the sector must be diligent about adhering to many of the best practices of a good, in-person mentoring program, including screening and monitoring of program participants, providing structure and ongoing assistance.

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.

Strategies for Fostering a Quality Physical Activity-Based Mentoring Program for Female Youth: Lessons Learned and Future Directions

2017 ◽  
Vol 1 (1) ◽  
pp. 52-62
Author(s):  
Corliss Bean ◽  
Tanya Forneris
Keyword(s):  
Physical Activity ◽  
Lessons Learned ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Current Case ◽  
Program Leaders ◽  
Youth Leaders ◽  
Quality Program ◽  
Front Line Workers ◽  
Future Work

The current case outlines practical strategies used by youth leaders to implement a female-only physical activity-based mentoring program. This program was selected as the case for the current paper as it scored the highest on program quality out of 26 different sport and physical activity-based youth programs within a larger project. The two program leaders were interviewed to understand what practical strategies they used to foster a high-quality program within this context. The leaders discussed how they: (a) focused on developing individualized relationships with youth, (b) balanced structure with flexibility to allow for youth voice, (c) intentionally integrated life skills, and (d) combined engaging activities with downtime to differentiate the program from school. This case provides a practical account of how front-line workers in youth mentoring programs, specifically within sport and physical activity contexts, can deliver a quality program. Reflection on areas for future work within the field of sport psychology, including ways to bridge the gap between research and practice and the need to develop communities of practice for youth programmers, are presented.

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 A Case Study on the University Freshman Adaptation Program Using an Online Mentoring Program during the COVID-19 Pandemic

2021 ◽  
Vol 15 (4) ◽  
pp. 217-231
Author(s):  
Yeonjoo Lee ◽  
Kyoungsoo Lim
Keyword(s):  
Real Life ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Online Mentoring ◽  
College Life ◽  
Social Growth ◽  
The Social ◽  
The University ◽  
And Training

This study is a case study that presents the results of developing and operating online mentoring programs to more effectively help freshmen adapt to college life amid the spread of COVID-19. Mentoring has traditionally been recognized as a program that contributes to individual academic ability and psycho-social growth. Against this background, the results of developing and operating online mentoring programs for 1,654 freshmen were presented as examples. As a result of the operation of this mentoring program, the latter helped freshmen solve some of the challenges they faced, not only from having to change their academic environment, but from having to form new relationships as well. Senior mentoring also confirmed that such a program is able to reduce the social gap felt by freshmen regarding their campus life during the COVID-19 situation by motivating them to study more, and by encouraging them to form senior-junior IRL (in real life) relationships. This study is significant in that it presents specific examples and techniques to improve the performance of online mentoring programs. Also, in order to effectively operate online mentoring programs, we proposed to systematically implement the selection and training of mentors, to structure mentoring activities, to monitor the program through a communication system, and to engage in performance sharing.

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.

scholarly journals A Facilitated Peer Mentoring Program for Junior Faculty to Promote Professional Development and Peer Networking

2015 ◽  
Vol 90 (6) ◽  
pp. 819-826 ◽  
Author(s):  
Geoffrey M. Fleming ◽  
Jill H. Simmons ◽  
Meng Xu ◽  
Sabina B. Gesell ◽  
Rebekah F. Brown ◽  
...  
Keyword(s):  
Professional Development ◽  
Peer Mentoring ◽  
Junior Faculty ◽  
Mentoring Program

Interdisciplinary Training and Mentoring for Cyber Security in Companies

2021 ◽  
pp. 356-371
Author(s):  
Ileana Hamburg
Keyword(s):  
Cyber Security ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Digital Learning ◽  
Interdisciplinary Training ◽  
Entrepreneurial Learning ◽  
Interdisciplinary Programs ◽  
Learning Platforms ◽  
European Projects ◽  
And Training

Cyber security is interdisciplinary, and it is to expect that security professionals and other employees working with computers to have suitable knowledge. In this chapter an interdisciplinary training program in cyber security curriculum and an interdisciplinary mentoring program to be included in entrepreneurial learning will be proposed. It helps to produce synergy in groups and generates ideas to solve complex problems. Entrepreneurial learning is a basis for education of entrepreneurs, and it should also include such interdisciplinary programs. The author explained the advantages of interdisciplinary training and mentoring programs in this context particularly in the field of cyber security. Such programs are missing both in education as well as in companies. Two examples of European projects with the participation of the author will be done to improve entrepreneurial education and training and encourage SMEs to be innovative. The programs are supported by digital learning platforms, and interdisciplinary trainers and mentors help the learners. The main method is interdisciplinary problem-based learning (IPBL).

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