Outcomes for Peer-Based Mentors in a University-Wide STEM Persistence Program: A Three-Year Analysis
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| Title: | Outcomes for Peer-Based Mentors in a University-Wide STEM Persistence Program: A Three-Year Analysis |
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| Language: | English |
| Authors: | Spaulding, Dean T., Kennedy, Jelane A., Rozsavolgyi, Amanda, Colón, Wilfredo |
| Source: | Journal of College Science Teaching. Mar-Apr 2020 49(4):30-36. |
| Availability: | National Science Teaching Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: https://www.nsta.org/nstas-journals-digital-editions |
| Peer Reviewed: | Y |
| Page Count: | 7 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Program Evaluation, Peer Teaching, Mentors, STEM Education, Academic Persistence, College Freshmen, Introductory Courses, Student Attitudes |
| ISSN: | 0047-231X |
| Abstract: | While the majority of STEM persistence has focused on outcomes for first-year students, there has been little investigation into the outcomes for peer mentors. Of the studies conducted, results are promising. Benefits for peer mentors include a change in their perceptions on teaching and learning; an improvement in their communication, presentation, and leadership skills; and an increase in their understanding of the course content. However, one of the main limitations of these studies is their small sample sizes. Many of the studies purport sample sizes of 5 to 30 peer mentors. The purpose of this article is to overview, from the perspective of the mentors, a university-wide interdisciplinary peer mentoring program for first-year students enrolled in key gateway courses (Calculus I, Physics I, and Chemistry I). Each year over 1,000 undergraduate students participated in the program and were served by approximately 136 peer mentors. The program was monitored by an advisory committee comprising an interdisciplinary team of faculty, university staff, program staff, and an outside consultant. This article examined mentor outcomes and included the data from over 300 mentors. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Access URL: | https://www.nsta.org/journal-college-science-teaching/journal-college-science-teaching-marchapril-2020/outcomes-peer |
| Accession Number: | EJ1260591 |
| Database: | ERIC |
| Abstract: | While the majority of STEM persistence has focused on outcomes for first-year students, there has been little investigation into the outcomes for peer mentors. Of the studies conducted, results are promising. Benefits for peer mentors include a change in their perceptions on teaching and learning; an improvement in their communication, presentation, and leadership skills; and an increase in their understanding of the course content. However, one of the main limitations of these studies is their small sample sizes. Many of the studies purport sample sizes of 5 to 30 peer mentors. The purpose of this article is to overview, from the perspective of the mentors, a university-wide interdisciplinary peer mentoring program for first-year students enrolled in key gateway courses (Calculus I, Physics I, and Chemistry I). Each year over 1,000 undergraduate students participated in the program and were served by approximately 136 peer mentors. The program was monitored by an advisory committee comprising an interdisciplinary team of faculty, university staff, program staff, and an outside consultant. This article examined mentor outcomes and included the data from over 300 mentors. |
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| ISSN: | 0047-231X |
