Cross-Year Peer Mentorship in Introductory Philosophy Classes

2019 ◽  
Vol 5 ◽  
pp. 144-168
Author(s):  
Julie Walsh ◽  
Sara M. Fulmer ◽  
Sarah Pociask ◽  
Keyword(s):  
Support Services ◽  
Mentoring Program ◽  
Home Base ◽  
Peer Mentorship ◽  
Novice Learners ◽  
Philosophical Writing ◽  
Philosophy Department ◽  
First Time ◽  
Student Confidence

Philosophical writing is challenging for students new to philosophy. Many philosophy classes are populated, for the most part, by students who have never taken philosophy before. While many institutions offer general writing support services, these services tend to be most beneficial for helping to identify problems with style and grammar. They are not equipped to help students with the particular challenges that come with writing philosophy for the first time. We implemented the Home Base Mentoring Program in two introductory-level philosophy courses to target the specific challenges that novice learners have when learning how to write philosophy. Through the program, students had access to writing mentors who were undergraduate senior philosophy majors. Based on surveys given to the students who have participated in this program, we found that the program boosted student confidence in writing and also worked to develop a welcoming, judgment-free, and encouraging environment in the philosophy department more generally.

Beyond 1-1 Advising

2015 ◽  
pp. 162-175
Author(s):  
Dawna Wilson ◽  
Kimberly M. Lowry
Keyword(s):  
High School ◽  
Customer Service ◽  
Workforce Development ◽  
Support Services ◽  
First Century ◽  
Career And Technical ◽  
Business Partners ◽  
Advising Model ◽  
First Time ◽  
First Time In College

This chapter presents practices Eastfield College employs to move beyond a traditional one-on-one advising model when preparing students for the twenty-first century workforce. No matter the students' status, first-time in college, returning to retool or dual high school-college enrollee, community colleges must rethink approaches to supporting them throughout the workforce development process if we are to adequately meet this century's workforce demands. In an institution-wide, customer-service approach, student needs not only drive the design but the delivery of support services. This chapter describes how Eastfield takes services to students by hosting Lunch and Learns, providing onsite advising, and establishing liaisons with local business partners. Collaborations with area high school districts to facilitate career and technical related career offerings are also discussed.

scholarly journals Graduate Students’ Needs for a Mentoring Program in a Saudi Context

2019 ◽  
Vol 11 (3) ◽  
pp. 88
Author(s):  
Shorouq Ali AL-Garni ◽  
Khawlah Al-Muhammadi ◽  
Abrar AL-Sulami ◽  
Nadia Shukri
Keyword(s):  
Graduate Students ◽  
Mixed Method ◽  
Support Services ◽  
Academic Support ◽  
Literary Work ◽  
Library Services ◽  
Mentoring Program ◽  
Psychological Counselling ◽  
Educational Environments ◽  
Method Approach

Mentoring programmes are very common in many educational environments, especially for MA students. This study focuses on MA students' needs for a mentoring programme in the ELI of king Abdul-Aziz University (KAU), Saudi Arabia. It examines the type of services that graduate students might need in the mentoring programme. The sample of participants were 30 MA students in TESOL at KAU. The data was collected through distributing a questionnaire consisting of 21 questions in which 19 items were open-ended questions and 2 items were closed-ended questions. The study followed a mixed method approach. The closed-ended questions were analysed quantitatively while the open-ended questions were analysed thematically. The findings showed that MA students are in urgent need of a mentoring programme that offers academic support, library services, and other support services like psychological counselling and guidance with MA dissertations. This study is a thorough literary work since it focuses on the needs of MA students in the Saudi context before the actual implementation of the mentoring programme. It also suggests that after a period of initiating the mentoring programme, a survey can be sent to MA students via email to ask about their opinions of it and any further recommendations to enhance it. Finally, it suggests that further research can be tackled from the male perspective through investigating their needs.

scholarly journals Nonparametric extrapolation of extreme quantiles: a comparison study

2021 ◽  
Author(s):  
Fabiola Banfi ◽  
Greta Cazzaniga ◽  
Carlo De Michele
Keyword(s):  
United States ◽  
United States Of America ◽  
Support Services ◽  
A Priori ◽  
Domain Of Attraction ◽  
Nonparametric Methods ◽  
Parametric Approach ◽  
Extreme Quantiles ◽  
Distribution Type ◽  
First Time

AbstractThe extrapolation of quantiles beyond or below the largest or smallest observation plays an important role in hydrological practice, design of hydraulic structures, water resources management, or risk assessment. Traditionally, extreme quantiles are obtained using parametric methods that require to make an a priori assumption about the distribution that generated the data. This approach has several limitations mainly when applied to the tails of the distribution. Semiparametric or nonparametric methods, on the other hand, allow more flexibility and they may overcome the problems of the parametric approach. Therefore, we present here a comparison between three selected semi/nonparametric methods, namely the methods of Hutson (Stat and Comput, 12(4):331–338, 2002) and Scholz (Nonparametric tail extrapolation. Tech. Rep. ISSTECH-95-014, Boeing Information and Support Services, Seattle, WA, United States of America, 1995) and kernel density estimation. While the first and third methods have already applications in hydrology, Scholz (Nonparametric tail extrapolation. Tech. Rep. ISSTECH-95-014, Boeing Information and Support Services, Seattle, WA, United States of America, 1995) is proposed in this context for the first time. After describing the methods and their applications in hydrology, we compare their performance for different sample lengths and return periods. We use synthetic samples extracted from four distributions whose maxima belong to the Gumbel, Weibull, and Fréchet domain of attraction. Then, the same methods are applied to a real precipitation dataset and compared with a parametric approach. Eventually, a detailed discussion of the results is presented to guide researchers in the choice of the most suitable method. None of the three methods, in fact, outperforms the others; performances, instead, vary greatly with distribution type, return period, and sample size.

scholarly journals The Role of Peer Mentors in Promoting Knowledge and Skills Development in Graduate Education

2020 ◽  
Vol 2020 ◽  
pp. 1-9
Author(s):  
Diane L. Lorenzetti ◽  
Lorelli Nowell ◽  
Michele Jacobsen ◽  
Liza Lorenzetti ◽  
Tracey Clancy ◽  
...  
Keyword(s):  
Interview Data ◽  
Skills Development ◽  
Mentoring Program ◽  
Peer Mentors ◽  
Peer Mentorship ◽  
Collaborative Spaces ◽  
Academic Competencies ◽  
Professional Faculties ◽  
Constant Comparative Analysis

The objective of this study was to explore the role of peer mentorship in facilitating graduate student resiliency, knowledge acquisition, and development of academic competencies. We conducted a qualitative case study, using in-person interview data from sixty-two students recruited from four professional faculties (Education, Medicine, Nursing, and Social Work) at a large Canadian University. We identified four broad themes derived from a thematic and constant comparative analysis of interview data: (1) knowledge sharing, (2) skills development, (3) academic milestones, and (4) program supports. Graduate students reported that peer mentorship promoted the development of learning environments that emphasized community, collaboration, and shared purpose. Students believed that peer mentors facilitated their access to essential procedural and disciplinary knowledge and helped them to develop academic and research skills and achieve key academic milestones. While the majority of the students interviewed had not participated in any formal peer-mentoring program, they recommended that any future program incorporate mentorship training and include access to collaborative spaces and targeted opportunities for students to develop these relationships.

Crafting a Discipline-Relevant Pedagogy

2018 ◽  
Vol 11 (3) ◽  
pp. 303-317
Author(s):  
Sherry Marx
Keyword(s):  
Qualitative Research ◽  
Culturally Relevant Pedagogy ◽  
Research Methodology ◽  
Culturally Relevant ◽  
Academic Disciplines ◽  
Novice Learners ◽  
Qualitative Research Methodology ◽  
Original Class ◽  
First Time ◽  
Relevant Pedagogy

In this article, the author shares a confessional tale of her experience reshaping a qualitative research methodology class taught in a Big Tent environment to be more meaningful to the diverse students in the class, who represented numerous academic disciplines. She first describes the epistemological and methodological orientation of the original class, Take I, along with its strengths and limitations. She then reflects on an Intermission that reshaped her understanding of teaching during a sabbatical when she became a student for the first time in many years. Next, she discusses the changes she made to the class, Take II, which builds on culturally relevant pedagogy, aims to represent various student disciplines in the curricula, and takes into consideration the scaffolding necessary to teach novice learners. These changes seemed to improve the class for both students and instructor.

scholarly journals Improving Academic Performance and Retention of First-Year Biology Students through a Scalable Peer Mentorship Program

2021 ◽  
Vol 20 (4) ◽  
Author(s):  
Mike Wilton ◽  
Daniel Katz ◽  
Anthony Clairmont ◽  
Eduardo Gonzalez-Nino ◽  
Kathy R. Foltz ◽  
...  
Keyword(s):  
Academic Performance ◽  
Student Retention ◽  
Peer Mentoring ◽  
Soft Skills ◽  
First Year ◽  
Mentoring Program ◽  
Regression Analyses ◽  
Mentorship Program ◽  
Biology Students ◽  
Peer Mentorship

This study evaluates the performance of a near-peer mentoring program for first-year biology majors. The program’s intention is to improve student retention generally, and academic and soft skills more specifically. The effect of the program was investigated via ethnographic methods, a program-specific survey, and regression analyses.

scholarly journals Mentoring First-Time Managers: Proven Strategies HR Leaders can Use

2015 ◽  
Author(s):  
William Gentry ◽  
Richard Walsh
Keyword(s):  
White Paper ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Formal Mentoring ◽  
Bottom Line ◽  
Succession Management ◽  
Leadership Pipeline ◽  
Formal Leadership ◽  
First Time ◽  
Formal Mentoring Program

"When individual contributors or professionals are promoted into their first formal leadership position, many do not realize how tough that transition can be for them. We often hear that these leaders are not prepared, and lack the support and development to help make that transition successfully. When they are not supported, they suffer, and so too do their teams, the organization, and the HR leadership pipeline, which ultimately can negatively impact the organization’s bottom line. First-time managers are an important part of an organization’s talent and succession management. In turn, organizations may attempt to help first-time managers make the transition into leadership easier by implementing a formal mentoring program. This white paper supports this effort by: • Explaining the benefits a mentoring program can provide for first-time managers and their mentor. • Providing organizations a way to strengthen their own mentoring programs. • Offering HR leaders specific steps to follow and best practices applied in starting and maintaining a successful formal mentoring program specifically aimed at first-time managers. Formal mentoring programs are useful to support and develop first-time managers, an important leadership population that is vital for strengthening your leadership pipeline and succession management efforts. Armed with the knowledge from this white paper, we believe you will be able to gain a competitive advantage".

scholarly journals The Evaluation of New Mentoring Program for Novice Teachers according to Their Perceptions

Pedagogika ◽  
2017 ◽  
Vol 126 (2) ◽  
pp. 29-47
Author(s):  
Ramazan Yirci
Keyword(s):  
Classroom Management ◽  
Novice Teachers ◽  
Research Problem ◽  
Structured Interview ◽  
Mentor Teachers ◽  
Mentoring Program ◽  
Management Communication ◽  
National Education ◽  
Data Collection Instrument ◽  
First Time

The primary purpose of this research was to find out what novice teachers in Turkey think about the new mentoring program introduced by the Ministry of National Education (MoNE) in February, 2016. In order to collect more detailed data and gain a deep insight regarding research problem, qualitative research methods were preferred. The study group consisted of 22 newly appointed teachers during the 2016 academic term. A semi-structured interview form was used as data collection instrument. According to the results novice teachers think that the new mentoring program is beneficial in terms of classroom management, communication skills, professional efficacy; extending network and gaining experience. As for the disadvantages of the program, the novice teachers stated that they cannot choose their mentor teachers, the mentor teachers do not know the program in detail as it was used for the first time, there are a lot of trivial forms that novice teachers and mentor teachers had to fill in.

scholarly journals A Qualitative Analysis of Mentee Experiences in a Campus-Based Mentoring Program

2017 ◽  
Vol 12 (4) ◽  
pp. 61-80
Author(s):  
Shelley A. Haddock ◽  
Toni Schindler Zimmerman ◽  
April Gile Thomas ◽  
Lindsey M. Weiler ◽  
Jen Krafchick ◽  
...  
Keyword(s):  
At Risk ◽  
School Experiences ◽  
Mentoring Programs ◽  
At Risk Youth ◽  
Mentoring Program ◽  
Individual Interviews ◽  
And Performance ◽  
Program Components ◽  
First Time ◽  
The Relationship

Preventing first-time offending youth from repeating delinquent behavior is of interest to society. Empirical evidence indicates that high-quality mentoring can prevent a wide array of negative outcomes for at-risk youth. This study examines the perspectives of 87 first-time offending youth, ages 10 to 18 years (M = 15), who participated in Campus Connections: Therapeutic Mentoring of At-Risk Youth. Through in-depth individual interviews, youth reported that mentoring helped them: (a) improve school experiences and performance, (b) create healthier relationships, (c) feel better about themselves, (d) think more positively about their future, and (e) decrease engagement in delinquency. The mentees attributed program components as well as the relationship with their mentor as important. These program components can be integrated into other mentoring programs. 

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