scholarly journals International Student Mentor Development Study

2020 ◽  
Vol 11 (Winter) ◽  
pp. 100-102
Author(s):  
Shasha Cui
Keyword(s):  
International Student ◽  
Research Study ◽  
Positive Outcomes ◽  
Peer Mentors ◽  
Peer Mentor ◽  
Peer Mentorship ◽  
Student Mentors ◽  
Mentorship Programs ◽  
Student Mentor ◽  
Different Cultures

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?

The Application of Peer Mentoring to Improve Fitness in Older Adults

2009 ◽  
Vol 17 (3) ◽  
pp. 344-361 ◽  
Author(s):  
Sandor Dorgo ◽  
George A. King ◽  
Gregory D. Brickey
Keyword(s):  
Older Adults ◽  
Peer Mentoring ◽  
Exercise Program ◽  
Peer Mentors ◽  
Participation Rates ◽  
Peer Mentor ◽  
Fitness Program ◽  
Student Mentors ◽  
Fitness Measures ◽  
Mentor Model

Purpose:To investigate the effectiveness of a peer-mentored exercise program, this study compared the program perception, retention and participation rates, and physical improvements of older adults trained by peer mentors (PMs) with those of a group trained by student mentors (SMs).Methods:After a 30-week peer-mentor preparation, 60 older adults (M±SDage: 68.7 ± 6.1 yr) were recruited and randomly assigned to either the PM or the SM group. Both groups completed an identical 14-week fitness program. Pre- and posttraining assessments of fitness were completed, and the efficacy of the PMs and SMs was surveyed.Results:High retention was observed in both groups, but the SM group had higher participation. Both groups improved their fitness significantly, with no significant posttest differences between the groups in most fitness measures or in program perception rates.Discussion:Findings suggest effectiveness of the peer-mentor model in an older adult exercise program.

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

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.

scholarly journals Implementing safeguarding and personalisation in social work: Findings from practice

2016 ◽  
Vol 18 (1) ◽  
pp. 3-22 ◽  
Author(s):  
Martin Stevens ◽  
John Woolham ◽  
Jill Manthorpe ◽  
Fiona Aspinall ◽  
Shereen Hussein ◽  
...  
Keyword(s):  
Social Workers ◽  
Research Study ◽  
Qualitative Interviews ◽  
Good Practice ◽  
Direct Payment ◽  
Positive Outcomes ◽  
Policy Objectives ◽  
Direct Payments ◽  
And Control ◽  
Exercise Of Discretion

Summary This paper reports on part of a research study carried out in three local authority adult social care departments in England, which explored links between adult safeguarding and personalisation. The study included statistical analysis of data on safeguarding referrals and the take up of personal budgets and qualitative interviews with managers, social workers, other staff working on safeguarding and with service users. The paper reports the findings from 16 interviews with managers and social workers, highlighting their perspectives and experiences. Findings Five main themes emerged from our analysis: contexts and risk factors; views about risks associated with Direct Payments, approaches to minimising risk; balancing risk and choice; and weaving safeguarding and personalisation practice. Social workers identified similar ranges and kinds of risks to those identified in the national evaluation of Individual Budgets. They described a tension between policy objectives and their exercise of discretion to assess and manage risks. For example, some described how they would discourage certain people from taking their personal budget as a Direct Payment or suggest they take only part of a personal budget as a Direct Payment. Application This exploratory study supports the continued need for skilled social workers to deliver outcomes related to both safeguarding and personalisation policies. Implementing these policies may entail a new form of ‘care and control’, which may require specific approaches in supervision in order to ensure good practice is fostered and positive outcomes attained.

scholarly journals Peer Mentorship Programs for Breast Cancer Patients

2016 ◽  
Vol 51 (5) ◽  
pp. e5-e7 ◽  
Author(s):  
Caitlin E. Loprinzi Brauer ◽  
Matthew M. Clark ◽  
Lise Solberg Nes ◽  
Linda K. Miller
Keyword(s):  
Breast Cancer ◽  
Cancer Patients ◽  
Breast Cancer Patients ◽  
Peer Mentorship ◽  
Mentorship Programs

Supporting Autistic Adults in Postsecondary Settings: A Systematic Review of Peer Mentorship Programs

2021 ◽  
Vol 3 (1) ◽  
pp. 85-99
Author(s):  
Kari Duerksen ◽  
Richard Besney ◽  
Megan Ames ◽  
Carly A. McMorris
Keyword(s):  
Systematic Review ◽  
Peer Mentorship ◽  
Mentorship Programs ◽  
Autistic Adults

Animalia

2016 ◽  
pp. 360-384
Author(s):  
Sara Bakken ◽  
John Bielinski ◽  
Cheryl K. Johnson ◽  
Yigal Rosen
Keyword(s):  
United States ◽  
Problem Solving ◽  
International Student ◽  
The United States ◽  
Complex Problem ◽  
Ministry Of Education ◽  
Student Collaboration ◽  
Time Zones ◽  
Shared Goal ◽  
Different Cultures

The study described in this chapter is based on a joint World ORT, Israeli Ministry of Education and Pearson initiative to provide an opportunity for international student collaboration on a series of complex science problems. Students from four schools in Israel, three in the United States and one in Mexico, participated in collaborative complex problem-solving on science topics selected by teachers at the participating schools. The intent was to expose students to the realities of collaborating with people under unfamiliar conditions (such as different cultures, languages, and time zones) in order to reach a shared goal, and to foster the value of this practice. The chapter presents the rationale for the project, describes the Animalia mini-course in detail, presents major findings and discusses implications for future curriculum development and further research.

The value of a semi-formal peer mentorship program for first-year students’ studies, socialization and adaptation

2020 ◽  
pp. 146978742094521
Author(s):  
Art Tsang
Keyword(s):  
First Year ◽  
Peer Mentors ◽  
First Year Students ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Mentor Relationships ◽  
University Life ◽  
Transitional Challenges ◽  
Group Interviews ◽  
Adaptation To College

Mentoring is a widespread practice in different sectors in society. It is particularly prevalent in higher education. Many have acknowledged the various transitional challenges encountered by first-year tertiary-level students. Greater support is therefore needed for this particular student group. This mixed-methods year-long case study examined the value of a semi-formal peer mentorship program for 10 first-year students who were low-achievers. It focused on the assistance provided by peer mentors for their studies, socialization, and adaptation to college/university life. The three mentors’ views of the program were also explored. Data were collected via questionnaires administered three times to the mentees and end-of-program group interviews for both the mentees and mentors. The overall findings show that the students perceived the assistance from the mentors to be useful for academic studies, socialization, and adaptation to college/university life. However, their perceptions varied across the entire year. The metaphors used by the mentees to describe their mentors—shepherds, torches and candlewax—depicted different facets of the mentee-mentor relationships and the value of the program. The study highlights the value of such semi-formal peer mentoring for low-achieving first-year students especially for institutions which lack resources.

Traditional Chinese Views on Education as Perceived by International Students in China: International Student Attitudes and Understandings

2018 ◽  
Vol 23 (2) ◽  
pp. 195-216 ◽  
Author(s):  
Junju Wang ◽  
Jia Lin
Keyword(s):  
International Students ◽  
Student Attitudes ◽  
International Student ◽  
Heritage Culture ◽  
Positive Attitudes ◽  
Semistructured Interviews ◽  
Teachers And Students ◽  
Chinese Learning ◽  
Different Cultures ◽  
Target Culture

For decades, the Confucian heritage culture (CHC) learner phenomenon has aroused the interest of researchers in different areas. However, few studies have focused on the attitudes of international students who study in the Chinese context. This article, therefore, explores how international students perceive traditional Chinese views on education, which are mostly embedded in Confucianism. Using questionnaires and semistructured interviews, the study investigated student attitudes and their recognition of specific educational viewpoints and factors, which act to produce such perceptions. Results show that international students studying in China had positive responses to most traditional Chinese views on education and that the traditional concepts of learning were respected and understood. However, it was the role of teachers within CHC that was the least favorably received. In addition, student attitudes and understandings were in response to individual, contextual, and cultural factors, and positively correlated with their home country, major, and level of education. This article concludes that positive attitudes and perceptions of traditional Chinese views on education by international students occur when the core values of educational philosophies from different cultures are shared also by CHC and that there is a strong influence from the source culture on views of the target culture. By implication, a good knowledge of Chinese learning culture and mutual communication are significant factors for both teachers and students.

Moms Supporting Moms: Digital Storytelling With Peer Mentors in Recovery From Substance Use

2018 ◽  
Vol 19 (6) ◽  
pp. 823-832 ◽  
Author(s):  
Mary T. Paterno ◽  
Alice Fiddian-Green ◽  
Aline Gubrium
Keyword(s):  
Substance Use ◽  
Digital Storytelling ◽  
Pilot Project ◽  
Social Connections ◽  
Peer Mentors ◽  
Shared Experience ◽  
Peer Mentorship ◽  
Recovery Programs ◽  
Depth Interview ◽  
In Pregnancy

Substance use disorder (SUD) is a growing issue nationally, and SUD in pregnancy has significant consequences for mothers and their children. This article describes findings from a pilot project that used digital storytelling as a mechanism for understanding substance use and recovery from the perspective of women in recovery from SUD in pregnancy who worked as peer mentors with pregnant women currently experiencing SUD. Research on peer mentorship has primarily focused on outcomes for mentees but not the experience of the peer mentors themselves. In this qualitative study, a 3-day digital storytelling workshop was conducted with five women in recovery serving as peer mentors in their community. Each mentor also participated in an individual, in-depth interview. The digital storytelling workshop process helped peer mentors make linkages between their past substance use experiences to their present work of recovery, and fostered deep social connections between mentors through the shared experience. The workshop process also elicited a sense of hope among participants, which served as groundwork for developing advocacy-based efforts. Digital storytelling may be therapeutic for women in recovery and has the potential to be integrated into recovery programs to bolster hope and social support among participants.

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