Peer Mentoring and Tutoring in Higher Education

Colvin, Janet

doi:10.1007/978-3-642-55352-3_9

Cited by 19 publications

(24 citation statements)

References 31 publications

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“…For instance, student participants would have liked their peers to be more engaged in the programme. One mentee felt that the mentoring group was not proactive enough, as only three instead of five attended the meetings, thus reinforcing the point that, as in any relationship, it is essential for both mentees and mentors to keep regular appointments and to be engaged (Colvin, 2015).…”

Section: Resultsmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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Formal mentoring programmes continue to gain popularity in higher education, mirroring trends in industry. The study described in this article examines the design features of a formal mentoring programme for first year undergraduates and focused on three key aspects – the matching process, training and orientation, and interaction frequency. The programme allows mentees to interact vertically with academics and horizontally with peer mentors. The results indicate that students completing the programme have positive transition experiences and become more engaged and integrated into the university. The experience gained in this study can be transferred to other higher education institutions that are in the process of either designing or implementing formal mentoring programmes. Implications of formal mentoring programmes and recommendations for future research are discussed.

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Section: Resultsmentioning

confidence: 99%

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Cornelius

Wood

Lai

2016

Active Learning in Higher Education

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“…A peer‐mentoring program is one alternative way to disseminate individualized interview skills training efficiently. Peer‐mentoring programs are standard in higher education (Colvin, ; Jacobi, ); however, many programs focus on cultivating social or academic development for underclassmen (e.g., Hughes & Fahy, ). Researchers should investigate formal training procedures to train peer mentors and the effectiveness of interview training delivered by peer mentors.…”

Section: Discussionmentioning

confidence: 99%

Improving the interview skills of college students using behavioral skills training

Stocco

Thompson

Hart

et al. 2017

Jnl of Applied Behav Analysis

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Obtaining a job as a college graduate is partly dependent on interview performance. We used a multiple baseline design across skills to evaluate the effects of behavioral skills training with self-evaluation for five college students. Training effects were evaluated using simulated interviews as baseline and posttraining assessments. All participants acquired targeted skills, but we observed some individual differences. Participants were satisfied with training outcomes and rated the procedures as acceptable. Furthermore, ratings from university staff who provide interview training indicated that training improved performance across several skills for the majority of participants.

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“…Beyond instructor support, the findings of this paper can also speak to other learning arrangements in which individuals are supporting their peers, like peer tutoring (Colvin, 2015) or near-peer mentoring (e.g., Crisp & Cruz, 2009;Zaniewski & Reinholz, 2016). In such situations, the benefits of providing feedback to one's peers still apply, and at the same time, there are potential pitfalls related to providing critical feedback.…”

Section: Discussionmentioning

confidence: 87%

Not-so-critical friends: Graduate student instructors and peer feedback

Reinholz

2017

ij-sotl

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Graduate student instructors (henceforth, instructors) Cover Page FootnoteThis paper is an expansion of work previously presented at the Conference for Research in Undergraduate Mathematics Education. The author thanks Karla Childs and Natasha Speer for their thoughtful comments on an earlier version of the manuscript. Graduate student instructors (henceforth, instructors) play a crucial role in teaching early STEM courses. Thus, professional development for these instructors addresses an urgent need to improve STEM student success. This paper focuses on a semester-long professional learning community in which six mathematics graduate student instructors engaged in regular cycles of peer observation, feedback, and reflection. In contrast to other professional development work, this approach emphasized that instructors give, not just receive, peer feedback. Analyses of post-semester interviews indicated that all instructors enhanced their noticing of students. The interviews also highlighted the challenges of providing critical, supportive feedback. Not-so-critical friends: Graduate student instructors and peer feedback

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Peer Mentoring and Tutoring in Higher Education

Cited by 19 publications

References 31 publications

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Implementation and evaluation of a formal academic-peer-mentoring programme in higher education

Improving the interview skills of college students using behavioral skills training

Not-so-critical friends: Graduate student instructors and peer feedback

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