Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees

Lim, Jae Hoon; MacLeod, Bailey P.; Tkacik, Peter T.; Dika, Sandra L.

doi:10.1080/13611267.2017.1403628

Cited by 28 publications

(36 citation statements)

References 23 publications

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“…Student integration into the university community is a key determinant of student retention (Tinto, 1993). Although nearpeer mentorship programs have demonstrated promising qualitative results in influencing student perceptions of belonging (Yomtov et al, 2017;Zaniewski and Reinholz, 2016;Lim et al, 2017;Moschetti et al, 2018) and intentions to persist (Solanki et al, 2019), evidence of peer mentorship promoting STEM student retention beyond the program remains preliminary (Zaniewski and Reinholz, 2016). Given the results that BIOME mentees are approximately two times more likely to enroll in CHEM 1B, this result suggests that our peer mentorship course may promote student retention in the biology prerequisite course series.…”

Section: Discussionmentioning

confidence: 87%

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

Wilton

Katz

Clairmont

et al. 2021

LSE

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Section: Discussionmentioning

confidence: 87%

“…Although near-peer mentorship programs have demonstrated promising qualitative results in influencing student perceptions of belonging ( Yomtov et al. , 2017 ; Zaniewski and Reinholz, 2016 ; Lim et al. , 2017 ; Moschetti et al.…”

Section: Discussionmentioning

confidence: 99%

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

Wilton

Katz

Clairmont

et al. 2021

LSE

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“…Mentors may be frustrated when mentees disregard the help they offer, do not respond to messages, do not turn up for pre-arranged meetings, or demand immediate attention (Bellon-Harn & Weinbaum, 2017;Gilmour et al, 2007;Won & Choi, 2017). Such experiences have the potential to impact emotionally on peer mentors, leading them to question both how they are perceived by their mentees and whether they have the necessary aptitude for the role (Gunn et al, 2017;Heirdsfield et al, 2008;Lim et al, 2017). However, such challenges can help peer mentors develop and learn (Bunting & Williams, 2017) and may enhance their employability by providing useful experience and, by enabling them to develop resilience and team-based skills (Murphy, 2016).…”

Section: Peer Mentorship In Higher Educationmentioning

confidence: 99%

Students as Partners in Peer Mentoring: Expectations, Experiences and Emotions

et al. 2021

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Increasing emphasis in recent years has been placed on how faculty, staff and students in higher education can be drawn into more collaborative learning relationships through partnership working. The significant challenges in terms of negotiating shifting roles and responsibilities have been well documented. Less attention has been paid to the affective challenges, and particularly the emotional labour involved. This paper focuses on the adoption of a partnership approach to first year peer mentoring and orientation in a large Social Science programme. Peer mentors played a critical role as designers of the programme, as partners delivering the programme, and as co-researchers, offering a unique understanding and insight into aspects of the peer mentor experience that often remain hidden. Our findings draw attention to the need to consider and manage more carefully the impact of students on each other in mentoring relationships but also suggest an opportunity to harness the mentoring experience to embed a partnership culture more fully.

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“…Later research has indicated psychosocial assistance, networking help, and relational outcomes as an important outcome reported most among participants after participating in a peer mentoring programme (Fleck, Mullins, 2012). Despite benefits reported by many previous studies, peer mentoring can have some challenges too, sometimes it is a far from the perfectly harmonious process between mentors and mentees (Lim, MacLeod, et al, 2017) and it can bring some frustration of mentors (Heirdsfield, Walker, et al, 2008). Therefore, as it is stressed by Terrion and Leonard (2007), there are some prerequisites for the student peer mentoring: the ability and willingness to commit time, gender and race maching, the same university experience, the academic achievement of the mentor, prior mentee experience (Terrion, Leonard, 2007).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia

Nīmante

Baranova

2019

5th International Conference on Higher Education Advances (HEAd'19)

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There is a developing interest in mentoring and tutoring in the higher education in Latvia. Mentoring is looked at as a retention strategy to support students to remain and continue studies and as a tool to prevent students’ drop out from the university. Since academic year 2016/2017 several programmes of tutoring and mentoring in basic studies (bachelor level studies)have been developed and financially supported at the University of Latvia, but so far mentoring has not been used for Master level students. The Master program “Pedagogy” includes a theoretical course “Methods of Mentoring at the Educational Institution”. Since academic year 2018/2019 new tasks were introduced for the second year Master students to become peer mentors for the first year students, thus, integrating their theoretical knowledge into the practice, making a closer connection to the 1st year students, by sharing their Master student experience. Data were collected (reflection, portfolios, focus group discussion) both from (14) the 1st year Master students and (14) 2nd year Master students at the end of the course and were analysed qualitatively to reveal the results of peer mentoring experience. The results suggest that both the mentors and the mentees benefited from their involvement in mentoring. The research presents some new benefits and challenges for the professional development of academic staff and student-centred learning in the Master level programme. Keywords: Peer mentoring, Student-centred learning, Reflection, Quality ensuring.

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Peer mentoring in engineering: (un)shared experience of undergraduate peer mentors and mentees

Cited by 28 publications

References 23 publications

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

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

Students as Partners in Peer Mentoring: Expectations, Experiences and Emotions

Student Mentoring in the Master Programme “Pedagogy”: the case of University of Latvia

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