Student Peer Mentors as a Navigational Resource in Higher Education

2012 ◽  
pp. 383-396 ◽  
Author(s):  
Jenepher Lennox Terrion
Keyword(s):  
Higher Education ◽  
Peer Mentors

scholarly journals Supporting the retention of non-traditional students in Higher Education using a resilience framework

2017 ◽  
Vol 16 (1) ◽  
pp. 62-79 ◽  
Author(s):  
Debby RE Cotton ◽  
Tricia Nash ◽  
Pauline Kneale
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Traditional Students ◽  
Drop Out ◽  
Peer Mentors ◽  
Theoretical Understanding ◽  
Social And Cultural Capital ◽  
Support Measures ◽  
Non Traditional Students ◽  
Resilience Framework

Student drop-out in higher education is an increasingly important issue across Europe, but there are substantial disparities between countries and institutions which suggest that variations in policies and practices may influence student retention and success. Numerous schemes have been devised to increase student retention, frequently focusing on non-traditional groups. Retention efforts include scholarships and bursaries, enhanced monitoring and support measures, and specialist teams of staff or peer mentors. Theoretical understanding of the withdrawal of non-traditional students typically draws on social and cultural capital concepts (Bourdieu, 1986), which may have led to a rather deterministic approach to student success. Research with non-traditional students on two distinct but related projects at a UK university led us to consider the concept of resilience in helping to understand student retention and success. This paper discusses the concept of resilience and – drawing on our experiences of using a resilience framework for analysis of risk and protective factors in these two projects – considers how it might be of use in supporting student retention in the wider European context.

scholarly journals Crossing disciplinary boundaries: Students’ experiences of facilitating a learning support programme at a South African university

2018 ◽  
Vol 14 (2) ◽  
Author(s):  
Sithabile S. Ntombela ◽  
Samukelisiwe Mngomezulu
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
First Year ◽  
Learning Support ◽  
Access To Higher Education ◽  
Peer Mentors ◽  
First Year Students ◽  
Disciplinary Boundaries ◽  
Support Programme ◽  
Senior Students

Increased access to higher education has brought into focus the under-preparedness of students for higher education and vice versa. As such, various programmes have been developed to enhance students’ success in universities. In one institution, an administrator and a lecturer collaborated with senior university students to facilitate a learning support programme where the students acted as peer mentors. The study sought to document students’ experiences of facilitating a peer-mentorship programme that targets first year students as well as senior students who were regarded as at risk of academic exclusion. Using a qualitative case study and Bandura’s social learning theory, 30 peer mentors were purposively selected to generate data through a peer mentors’ reflection workshop. Findings of the study suggest that the mentors were more successful in working with first year students than with senior students. The article concludes that, because of the training provided, mentors were knowledgeable about the programme and the resources available to support mentees. Further studies should solicit mentees’ views and experiences of such a programme, especially those reluctant to take part, as that will highlight areas that require attention to raise the participation and academic success of all participants.

Motivations and Expectations of Peer Mentors Within Inclusive Higher Education Programs for Students With Intellectual Disability

2018 ◽  
Vol 42 (3) ◽  
pp. 168-178 ◽  
Author(s):  
Erik W. Carter ◽  
Jenny R. Gustafson ◽  
Michael M. Mackay ◽  
Kaitlyn P. Martin ◽  
Misty V. Parsley ◽  
...  
Keyword(s):  
Higher Education ◽  
Study Skills ◽  
College Experiences ◽  
Intellectual And Developmental Disabilities ◽  
Peer Mentors ◽  
High Expectations ◽  
Research And Practice ◽  
Potential Impact ◽  
Higher Education Experiences ◽  
Almost All

Although peer mentors play a prominent role in supporting higher education experiences for people with intellectual and developmental disabilities (IDD), little is known about these college students and the factors leading to their decision to become involved in this particular experience. We examined the motivations, experiences, and expectations of 250 peer mentors attending five diverse universities offering inclusive postsecondary programs for students with IDD. Nearly all (93.7%) of the entering peer mentors had prior disability-related experiences and almost all identified a combination of personal and professional reasons for involvement. Peer mentors anticipated an array of personal benefits as a result of their participation, although beliefs about some areas of potential impact were more mixed (e.g., improvements in grades, study skills, social status). Views regarding the extent to which students with IDD can participate in different aspects of campus life reflected high expectations; predictions about these students’ postgraduation experiences were more modest and mixed. We offer recommendations for research and practice aimed at identifying and engaging peers in supporting inclusive college experiences.

scholarly journals Strategies to Address English Language Writing Challenges Faced by International Graduate Students in the US

2018 ◽  
Vol 7 (3) ◽  
pp. 764-785
Author(s):  
Swathi Ravichandran ◽  
Mark Kretovics ◽  
Kara Kirby ◽  
Ankita Ghosh
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
English Language ◽  
Writing Skills ◽  
Institutions Of Higher Education ◽  
International Graduate Students ◽  
Peer Mentors ◽  
International Graduate ◽  
The Us ◽  
Language Writing

Since 2000, there has been a 72% increase in the number of international students attending US institutions of higher education. The increase, specifically of international graduate students, has brought to light the writing challenges experienced by this population of students. This study explored specific writing challenges experienced by international graduate students and determined strategies to alleviate these challenges. Interviews were conducted with 15 international graduate students representing a variety of geographic backgrounds and disciplines. Responses revealed that writing challenges faced related to grammar and vocabulary, organization and flow of ideas, critical thinking, and plagiarism. Participants offered specific suggestions on how subject-matter faculty, friends, and peer mentors could assist in improving English-language writing skills. Implications for higher education institutions are discussed.

scholarly journals No Rest for the Nasty: Mentoring as Mobilizing for Change and Advocacy

2018 ◽  
Vol 46 (1) ◽  
pp. 100-115
Author(s):  
Marie L. Miville
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Final Section ◽  
Future Generations ◽  
Peer Mentors ◽  
The Face

This paper presents the continuing need for effective mentoring in the face of social justice inequities in higher education and the larger society. The importance of persistence and resistance as essential qualities of mentors and mentees is emphasized, as well as the integral links of the personal, political, and professional components of psychological work. A discussion of impactful mentors is presented, including family, academic, cultural, professional, and peer mentors. A final section focuses on current mentees, who in turn will mentor future generations.

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