Integrating Undergraduate Peer Mentors into Liberal Arts Courses: A Pilot Study

Smith, Tania

doi:10.1007/s10755-007-9064-6

Cited by 36 publications

(41 citation statements)

References 4 publications

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“…Many higher education organizations worldwide are developing peer mentoring relationships. A broad diversity of models for mentoring in these settings has been studied and the benefits of mentoring are confirmed by many authors (Allen, Russell, & Maetzke, 1997;Campbell, Smith, Dugan, & Komives, 2012;Colvin & Ashman, 2010;Dawson, 2014;Fleck & Mullins, 2012;Fox & Stevenson, 2004;Goff, 2011;Hall, & Jaugietis, 2011;Heirdsfield et al, 2008;Holt & Berwise, 2012;Horowitz & Christopher, 2012;Hryciw, Tangalakis, Supple, & Best, 2013;Lynn, 2010;Reddick, Griffin, Cherwitc, Cerda-Prazak, & Bunch, 2012;Reyes, 2012;T. Smith, 2008;D.…”

Section: Literature Reviewmentioning

confidence: 95%

“…The enhancement of career readiness, receptiveness and suitability for training, and career success as young professionals gained from this specific role has been noted (BLS, 2014). More specifically, Smith (2008) documented opportunities for the development of communication and interpersonal skills for peer mentors undertaken during a full semester course. Laughlin and Moore (2012) considered mentoring and its connection to leadership in an American First Nations educational setting.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Although our research focusses on the mentor role in the peer mentorship relationship, we surveyed research on mentoring in higher education, in both undergraduate and graduate settings, that also focused on the mentees' or protégés' experiences regarding motivation, retention, and anxiety levels (Ward, Thomas, & Disch, 2012), as well as their academic success, program retention, organizational goal attainment, and competitive advantage Rodger & Tremblay, 2003;Smith, 2008). Clearly, peer mentoring experiences are significant to identify the importance of support for the participants in both roles.…”

Section: Literature Reviewmentioning

confidence: 99%

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Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

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Mentorship has been shown to enhance engagement, participation, and understanding of the workplace through the development of soft-skills and leadership capacity. This research identifies and describes the social representations of second and third year Baccalaureate accounting students relating to their experiences in mentoring first year accounting students. We used an exploratory research method based on a qualitative analysis of 34 semi-structured interviews. Our research intends to answer these question: To what extent is a mandatory Student Peer Mentorship Project useful for second and third year Baccalaureate accounting students in developing their interpersonal and communication skills and leadership capacity?; and How can this experience be transferable to the workplace? The main results show that the mentoring experience has provided Baccalaureate students’ with the opportunity to develop their soft-skills, both interpersonal and communication skills, and has improved their leadership capacity. They took diverse actions to motivate their mentees to succeed, drawing on their own past experience of the school, program, courses, and their professors. They provided mentees with information on what to expect in the first semester in their courses as well as where, how, and when to study. These students mentioned that their intrinsic motivation, their personal satisfaction, and their leadership capacity had increased by helping and supporting their mentees. Also, they felt that they improved their communication skills through the ability to provide information and meet and support new accounting students. Finally, their experience seems as valuable for them as for their mentees and is transferable to the workplace. Il a été démontré que le mentorat améliorait l’engagement, la participation et la compréhension dans le milieu de travail grâce au développement de compétences non techniques et de capacités d’encadrement. Cette recherche identifie et décrit les représentations sociales d’étudiants de deuxième et troisième année de premier cycle en comptabilité reliées à leur expérience d’avoir agi à titre de mentors pour des étudiants de première année en comptabilité. Nous avons utilisé une méthode de recherche exploratoire basée sur l’analyse qualitative de 34 interviews semi-structurées. Notre recherche a pour but de répondre aux questions suivantes : 1) dans quelle mesure un projet de mentorat par les pairs obligatoire serait-il utile aux étudiants de deuxième et troisième année de premier cycle en comptabilité et les aiderait à développer leurs compétences inter-personnelles et en communication, ainsi que leurs capacités d’encadrement? et 2) comment cette expérience peut-elle être transférable au milieu de travail? Les résultats principaux indiquent que l’expérience de mentorat a donné aux étudiants qui ont agi à titre de mentors l’occasion de développer leurs compétences non techniques ainsi que leurs compétences interpersonnelles et en communication, et qu’elle leur a permis d’améliorer leurs capacités d’encadrement. Ces étudiants ont agi de diverses manières pour motiver leurs mentorés à réussir, en puisant dans leur propre expérience passée de l’école, du programme, des cours et de leurs professeurs. Ils ont fourni aux mentorés des renseignements sur ce à quoi ceux-ci devaient s’attendre lors du premier semestre de leurs études et leur ont indiqué quoi, comment et quand étudier. Ces étudiants ont mentionné que leur motivation intrinsèque, leur satisfaction personnelle et leurs capacités d’encadrement avaient augmenté quand ils ont aidé et soutenu leurs mentorés. Ils ont également indiqué qu’ils pensaient avoir amélioré leurs compétences en communication grâce au fait qu’ils avaient été en mesure de donner les renseignements appropriés aux nouveaux étudiants en comptabilité, de répondre à leurs besoins et de les soutenir. Pour finir, leur expérience semble avoir autant de valeur pour eux que pour leurs mentorés et elle est transférable au milieu de travail.

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Section: Literature Reviewmentioning

confidence: 95%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

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Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Roy

Brown

2016

cjsotl-rcacea

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“…When our students approached them, it took a lot longer than expected, and became problematic." Researcher Tania Smith (2008) encountered problems like these in her work, and wrote that Service Learning required "careful planning and adjustment" during planning and execution (pp. 62, 63, 62).…”

Section: Problems Encountered and Suggestions For Improvementmentioning

confidence: 99%

Service Learning at National Taipei College of Business, 2012-2013: New Perspectives on Community, Peer-Based Education

Guo¹,

Pendery²

2015

SUET

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Service learning (also known as peer learning) has received increased attention in tertiary education. By linking learning with authentic volunteer work experience, service learning bridges the gap between theoretical study and practical reality. This practice can increase students' professional knowledge, educational development, self-esteem, and awareness of social responsibility. Service learning became a mandatory requirement for all students at National Taipei College of Business (NTCB; now National Taipei University of Business) in 2011, and this is the focus of this study, extending into the 2012 school year. This course-based program allows undergraduate language majors to put their language skills into practice by teaching peers, and also through other volunteer work. This program has greatly benefitted undergraduate students at the school. This study will examine course data, student reports, and interviews with student teachers. The researchers have documented the implementation of the peer-mentor program at NTCB, and the learning gains experienced among students and the professors who assisted in these processes.

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“…The team's mandate was to design a course that would help first-year students make the transition to university while also providing them with a support system. The team designed and currently delivers WOK and ML based on principles and practices of active learning and peer-led learning, the power of which has been proven in a variety of different cases (Havnes, 2008;Kreie, Headrick, & Steiner, 2007;Lewis & Lewis, 2005;Tien, Roth, & Kampmeier, 2002;Smith, 2008). The primary purpose of these two courses is to help students develop the skills and abilities needed for academic success and to help them regard learning as a lifelong endeavor.…”

Section: Course Design and Goalsmentioning

confidence: 99%

Advancing the Promotion of Information Literacy Through Peer-led Learning

Bolton¹,

Pugliese²,

Singleton-Jackson³

2009

Comminfolit

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Two new courses at the University of Windsor are opening a door to thinking about information literacy and curricular integration in very different ways. The courses, Ways of Knowing and Mentorship & Learning, were originally designed to help with retention and transition issues. They were also founded on the concept of peer-led learning at the university level. In this model students are able to organically connect with their peers in a way that is not always possible with faculty and librarians. It did not take long to see the potential in using peer mentors as conduits in the transfer of information literacy skills. This article tells the story behind the development of two information literacy courses and the mistakes that had to be made before the connection between mentors and information literacy could be seen. It also shows that by involving faculty and students in the design and delivery of an information literacyintegrated curriculum the library can accomplish far more than any one-shot, tool-based session.

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Integrating Undergraduate Peer Mentors into Liberal Arts Courses: A Pilot Study

Cited by 36 publications

References 4 publications

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Baccalaureate Accounting Student Mentors’ Social Representations of their Mentorship Experiences

Service Learning at National Taipei College of Business, 2012-2013: New Perspectives on Community, Peer-Based Education

Advancing the Promotion of Information Literacy Through Peer-led Learning

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