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.

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.

The Effect of a Peer Mentorship Program on Perceptions of Success in Choral Ensembles: Pairing Students With and Without Disabilities

2016 ◽  
Vol 36 (1) ◽  
pp. 37-43 ◽  
Author(s):  
Kimberly VanWeelden ◽  
Julia Heath-Reynolds ◽  
Scott Leaman
Keyword(s):  
Students With Disabilities ◽  
Skill Acquisition ◽  
Individualized Education Program ◽  
Peer Mentors ◽  
Typically Developing ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Choral Ensemble ◽  
Choral Ensembles ◽  
Choral Classroom

The purpose of this research was to investigate the effects of a peer mentorship program on students’ perceptions of comfort, skills obtained, and feelings of success while working with a peer with dissimilar abilities. The participants ( N = 14), enrolled in choral ensemble classes, were divided into two groups: the peer mentors ( n = 7), who were typically developing students, and the peer mentees ( n = 7), who were students with disabilities who had an individualized education program. The researchers created a pretest–posttest survey, and all questions were measured using a 5-point Likert-type scale. Peer mentee self-perceptions of success in the choral classroom revealed slight negative changes from the beginning to the end of the program. However, while some did not want to continue in the program for music skill acquisition, they all indicated a desire to remain in their peer pair for social reasons.

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?

Developing a Peer Mentorship Program in Human Factors Academia

2021 ◽  
Vol 65 (1) ◽  
pp. 571-575
Author(s):  
Emily A. Rickel ◽  
Barbara S. Chaparro
Keyword(s):  
University Students ◽  
Human Factors ◽  
Professional Growth ◽  
Positive Impact ◽  
Lessons Learned ◽  
Mentorship Program ◽  
Peer Mentorship ◽  
Human Factors And Ergonomics ◽  
Professional Outcomes ◽  
Mentorship Programs

Peer mentorship programs that pair more experienced students (i.e., mentors) with less experienced students (i.e., mentees) can have an effective, positive impact on university students’ personal, academic, and professional outcomes. The purpose of this paper is to describe the process and lessons learned in the creation of a peer mentorship program in a Human Factors and Ergonomics (HF/E) academic department. Through a combination of peer networking opportunities and skill development workshops, the mentorship program outlined in this paper aims to promote students’ academic and professional growth. Take-aways that can be utilized by other HF/E academia departments interested in starting or revamping their own peer mentorship programs are included.

scholarly journals Mentorship Programs for Faculty Development in Academic General Pediatric Divisions

2011 ◽  
Vol 2011 ◽  
pp. 1-5 ◽  
Author(s):  
Jennifer Takagishi ◽  
Sharon Dabrow
Keyword(s):  
Professional Development ◽  
Research Work ◽  
Work Life ◽  
Mentoring Relationships ◽  
Critical Area ◽  
Life Balance ◽  
Mentorship Program ◽  
Electronic Survey ◽  
Peer Mentorship ◽  
Mentorship Programs

Introduction. Mentoring relationships have been shown to support academicians in areas of research, work/life balance, and promotion.Methods. General pediatric division chiefs accessed an electronic survey asking about mentorship relationships, their ability to create a mentorship program, and resources needed.Results. Dyadic mentorship programs were available at 53% of divisions. Peer mentorship programs were available at 27% of divisions. Overall, 84% of chiefs believed that dyadic mentorship would benefit their faculty. 91% of chiefs believed that peer mentorship would benefit their faculty. Chiefs were interested in starting peer (57%) or dyadic (55%) mentorship programs. Few divisions had a peer mentorship program available, whereas 24% already had a dyadic program. 43% of chiefs felt that they had the tools to start a program. Many tools are needed to create a program.Discussion. General pediatric division chiefs acknowledge the benefits of mentoring relationships, and some have programs in place. Many need tools to create them. Pediatric societies could facilitate this critical area of professional development.

Impact of an Inclusive Postsecondary Education Program on Implicit and Explicit Attitudes Toward Intellectual Disability

2019 ◽  
Vol 57 (4) ◽  
pp. 323-336 ◽  
Author(s):  
Ashley J. Harrison ◽  
Jennifer B. Bisson ◽  
Carol B. Laws
Keyword(s):  
Intellectual Disability ◽  
Postsecondary Education ◽  
Student Attitudes ◽  
Peer Mentors ◽  
Negative Consequences ◽  
Explicit Attitudes ◽  
Disability Questionnaire ◽  
Implicit And Explicit ◽  
Implicit And Explicit Attitudes ◽  
The Impact

Abstract People with intellectual disability (ID) experience negative consequences as a result of stigmas held by the public. Students with ID involved in inclusive postsecondary education (IPSE) programs demonstrate positive outcomes. This study examines the impact of an IPSE program on typically matriculating student attitudes toward ID. Explicit and implicit attitudes were measured at the start and end of a semester among IPSE volunteer peer mentors (n = 17) and an uninvolved student group (n = 14). Findings indicate that volunteers demonstrated lower discomfort after their volunteer experience, as measured by the Attitudes Toward Intellectual Disability Questionnaire (ATTID). Volunteers also demonstrated higher knowledge of causes and preference for interaction with people with ID than nonvolunteers. This demonstrates that volunteer involvement in IPSE positively impacts attitudes toward people with ID among typically matriculating college students.

Transfer of Training After an Organizational Intervention in Swedish Sports Clubs: A Self-Determination Theory Perspective

2016 ◽  
Vol 38 (5) ◽  
pp. 493-504 ◽  
Author(s):  
Andreas Stenling ◽  
Susanne Tafvelin
Keyword(s):  
Leadership Development ◽  
Training Program ◽  
Transfer Of Training ◽  
Development Program ◽  
Training Model ◽  
Training Transfer ◽  
Self Determination Theory ◽  
Self Determination ◽  
Sports Clubs ◽  
The Impact

Leadership development programs are common in sports, but seldom evaluated; hence, we have limited knowledge about what the participants actually learn and the impact these programs have on sports clubs’ daily operations. The purpose of the current study was to integrate a transfer of training model with self-determination theory to understand predictors of learning and training transfer, following a leadership development program among organizational leaders in Swedish sports clubs. Bayesian multilevel path analysis showed that autonomous motivation and an autonomy-supportive implementation of the program positively predicted near transfer (i.e., immediately after the training program) and that perceiving an autonomy-supportive climate in the sports club positively predicted far transfer (i.e., 1 year after the training program). This study extends previous research by integrating a transfer of training model with self-determination theory and identified important motivational factors that predict near and far training transfer.

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