Peer Involvement Advisors Improve First-Year Student Engagement and Retention

Peck, Adam

doi:10.1002/abc.20064

Cited by 14 publications

(9 citation statements)

References 1 publication

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“…Some of the reported advantages of mentoring from the mentors' perspective include the positive feelings resulting from acts of altruism, a greater sense of awareness, the opportunity to network and increased appreciation for diversity. This is corroborated by Peck (2011), who found that a strong sense of connection to others, personal development and increased appreciation for diversity are reported as gains by mentors. In their study on an institution-wide peer mentoring programme, Beltman and Schaeben (2012) suggest that benefits for mentors can be summarised as falling within four categories, namely altruistic benefits (characterised by fulfilment from the joy of serving others), cognitive benefits (for example, communication and social skills), social benefits (characterised by the formation of new networks and friendships) and lastly personal growth (characterised by empathy and a sense of duty).…”

Section: Benefits Of Mentoring For the Mentorsupporting

confidence: 55%

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

Phiri

2019

SAJHE

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There are three notable changes that have radically changed the landscape of higher education in South Africa (SA) over the past decade. These changes relate to access which is reflected in the growth of the student body, a movement towards free university education and a call for decolonisation of knowledge recently led by the #FeesMustFall movement in 2015. Academic mentoring can be a reflexive praxis to some of the reported challenges that have been associated with formal and epistemological access in higher education in South Africa. This article draws on the findings of a two-year pilot project (2015 to 2016) that explored academic mentoring within the Faculty of Engineering and Building Studies at the University of Johannesburg (UJ), South Africa. The article reflects on mentees' perceptions of the benefits of academic mentoring. The uniqueness of the article is that it highlights the value of mentoring during the transition between the first year at university and subsequent senior years of the students' academic trajectory. A survey approach using an evaluation-based questionnaire was employed in a sample of 14 (n = 14) participants in the first to fourth years of study towards a Bachelor's degree in Engineering. The perspectives of mentees were examined in terms of their experiences of participation and perceived benefits of mentoring, both academic and psychosocial. Generally, a considerable number of mentees who participated in the programme saw academic and psychosocial benefits resulting from their participation. Findings provide key considerations in support of the expansion and continuity of academic mentoring programmes in the Faculty of Engineering and Building Studies and the University at large. Academic mentoring is beneficial to all the stakeholders involved if it is done correctly.

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Section: Benefits Of Mentoring For the Mentorsupporting

confidence: 55%

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

Phiri

2019

SAJHE

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“…Additional research highlights the expanded interpersonal skills, increased maturity, a sense of responsibility, communication skills, and other qualities including patience and compassion developed by peer mentors (Budge, 2006;McLean, 2004). Furthermore, Peck (2011) suggested that paid peer mentors in a peer advising program were more likely to seek leadership experiences, had increased appreciation for diversity, enhanced listening skills, and a stronger sense of connection between personal and learning development (p. 25). However, the focus of Peck's (2011) article was again on the program and mentees, with benefits to the peer mentors only briefly mentioned.…”

Section: Peer Mentor Experiencementioning

confidence: 99%

“…Furthermore, Peck (2011) suggested that paid peer mentors in a peer advising program were more likely to seek leadership experiences, had increased appreciation for diversity, enhanced listening skills, and a stronger sense of connection between personal and learning development (p. 25). However, the focus of Peck's (2011) article was again on the program and mentees, with benefits to the peer mentors only briefly mentioned. We turn our attention to two studies that have begun to document the benefits experienced by mentors.…”

Section: Peer Mentor Experiencementioning

confidence: 99%

Structured Opportunities: Exploring the Social and Academic Benefits for Peer Mentors in Retention Programs

Kiyama

Luca

2014

Journal of College Student Retention: Research, Theory & Pr

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Informed by the experiences of former peer mentors, this qualitative study examines the structure of opportunity of a university retention program. Extending the concept of social capital, the study investigates the experiences of students who served as peer mentors, and how their involvement in the retention program has influenced their social and academic development while in college. Findings suggest that employing peer mentors can be mutually beneficial to retention efforts since the peer mentors were trained to demonstrate aspects of advocacy, role modeling, and acting as human bridges for the program participants while also benefiting from those very forms of institutional support embedded in the program structure. Specifically, peer mentors developed important peer-to-peer and peer-to-staff social relationships that aided in their own retention.

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“…First-year seminars can facilitate forms of applied learning and enable students to apply skills to their future coursework (Karp et al, 2017). Peer education has the potential to enhance undergraduate student learning development, and retention (Peck, 2011). Capstone experiences are ideally designed to facilitate students’ ability to demonstrate critical thinking, communication skills, problem-solving, and team building (Young et al, 2017).…”

Section: Review Of Literaturementioning

confidence: 99%

Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation

Trolian

Jach

2020

Journal of Experiential Education

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Background: Applied learning approaches that require students to enact learning continue to be expanded to various contexts within higher education. Researchers have demonstrated an association between applied learning and positive outcomes for students. Purpose: This study examines the relationship between engagement in applied learning experiences during college and students’ fourth-year academic motivation. Methodology/Approach: This study uses data from the Wabash National Study of Liberal Arts Education, a multi-institutional, longitudinal study of college experiences and outcomes in the United States. The dependent variable was fourth-year academic motivation, and independent variables were applied learning experiences that students frequently encounter during college. Findings/Conclusions: Several applied learning experiences were associated with increased academic motivation. These included the following: applying concepts to practical problems or in new situations, engaging in exams or assignments that require use of course content to address a problem, engaging in research with a faculty member, and out-of-class experiences that help to translate knowledge from the classroom into action. Implications: As academic motivation tends to decline during college, applied learning approaches may help to improve students’ motivation. Institutions of higher education should consider methods and strategies for developing and implementing applied learning experiences both in the classroom and in students’ out-of-class experiences.

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Peer Involvement Advisors Improve First-Year Student Engagement and Retention

Abstract: Adam Peck describes the Peer Involvement Advising Program at Stephen F. Austin State University.

Cited by 14 publications

References 1 publication

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

Mentee perceptions of beneficence of faculty-centered academic mentoring: Reflections from a pilot program

Structured Opportunities: Exploring the Social and Academic Benefits for Peer Mentors in Retention Programs

Engagement in College and University Applied Learning Experiences and Students’ Academic Motivation

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