Peer Mentoring Program: Providing Early Intervention and Support to Improve Retention and Success of Women in Engineering, Computer Science, and Physics

A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students’ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students’ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives. Un programme de mentorat par les pairs destiné aux étudiants qui suivent un cours d'introduction à la biologie a été implanter dans un université situé dans la province de l’Ontario. Les étudiants avaient accès à cinq séances de mentorat par les pairs au cours du premier semestre. Afin d’évaluer le programme, les chercheurs ont effectué des sondages quantitatifs, examiné la participation et les notes des étudiants entre 2003 et 2007. Ils ont utilisé une méthode axée sur les objectifs afin de déterminer si le programme atteignait ses objectifs qui consistaient à améliorer les notes des étudiants au cours d’introduction à la biologie, à faciliter leur transition et à les encourager à poursuivre des études en biologie. L'analyse des données révèle que les étudiants qui ont participé au programme de mentorat, l’ont trouvé utile. Les notes des étudiants qui ont participé à trois ou quatre séances étaient considérablement plus élevées que celles de ceux qui ont assisté à moins de séances. Rien n’indique que le programme de mentorat par les pairs influe sur la perception des étudiants en ce qui a trait à la transition vers l’université ni sur leurs préférences en matière de choix de programmes. Les chercheurs recommandent d’améliorer le programme de mentorat afin de mieux harmoniser ses composantes et ses objectifs.

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The Impact of Peer Mentoring on Loneliness, Depression, and Social Engagement in Long-Term Care

Journal of Applied Gerontology ◽

10.1177/0733464820910939 ◽

2020 ◽

pp. 073346482091093 ◽

Cited By ~ 2

Author(s):

Kristine A. Theurer ◽

Robyn I. Stone ◽

Melinda J. Suto ◽

Virpi Timonen ◽

Susan G. Brown ◽

...

Keyword(s):

Social Engagement ◽

Peer Mentoring ◽

Long Term Care ◽

Qualitative Interviews ◽

Medium Effect ◽

Mentoring Program ◽

Term Care ◽

Mixed Methods Approach ◽

The Impact

Loneliness, depression, and social isolation are common among people living in long-term care homes, despite the activities provided. We examined the impact of a new peer mentoring program called Java Mentorship on mentees’ loneliness, depression, and social engagement, and described their perceptions of the visits. We conducted a mixed-methods approach in 10 homes in Ontario, Canada, and enrolled residents as mentees ( n = 74). We used quantitative surveys and qualitative interviews to understand their experience. After 6 months, mentees ( n = 43) showed a 30% reduction in depression ( p = .02, d = .76), a 12% reduction in loneliness ( p = .02, d = .76), and a 60% increase in the number of monthly programs attended ( p = .01, d = .37), with small-to-medium effect sizes. The analysis of mentee’s interviews revealed positive perceptions. This program offers an innovative, nonpharmacological alternative to the treatment of loneliness and depression.

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The Role of Higher Education and Peer Mentoring in Student Success

Advances in Higher Education and Professional Development - Examining Social Change and Social Responsibility in Higher Education ◽

10.4018/978-1-7998-2177-9.ch004 ◽

2020 ◽

pp. 50-56

Author(s):

Y. Deneice Berry

Keyword(s):

Higher Education ◽

Academic Success ◽

Student Success ◽

Vulnerable Populations ◽

Peer Mentoring ◽

Degree Attainment ◽

Mentoring Program ◽

College Administrators ◽

Barriers And Challenges

Students are faced with many challenges before entering college. Those challenges make it difficult for students to reach degree attainment. Vulnerable populations are predisposed to barriers and challenges that impede their progress to achieving academic success. By integrating peer mentoring as a framework, we will better understand how to serve our vulnerable populations and the role higher education institutions play to meet students where they are. College administrators are typically responsible for strengthening the values, mission, and goals of the college. However, do they have a social responsibility to also make sure all students succeed? This chapter provides a student success tool that addresses some of those barriers while promoting student success. This chapter will provide the need for a mentoring program for college students and will discuss various peer mentoring models that can assist with retention and degree attainment.

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The Women in Emergency Medicine Mentoring Program: An Innovative Approach to Mentoring

Journal of Graduate Medical Education ◽

10.4300/jgme-d-11-00267.1 ◽

2012 ◽

Vol 4 (3) ◽

pp. 362-366 ◽

Cited By ~ 34

Author(s):

Julie L. Welch ◽

Heather L. Jimenez ◽

Jennifer Walthall ◽

Sheryl E. Allen

Keyword(s):

Emergency Medicine ◽

Role Models ◽

Peer Mentoring ◽

Perceived Value ◽

Mentoring Program ◽

Group Mentoring ◽

Women In Medicine ◽

Qualitative Feedback ◽

Leave Policy ◽

Mentoring Women

Abstract Background Women in medicine report many gender-specific barriers to their career success and satisfaction, including a lack of mentors and role models. The literature calls for innovative strategies to enhance mentorship for women in medicine. Objective To describe the content, perceived value, and ongoing achievements of a mentoring program for women in emergency medicine. Methods The program offered mentoring for female faculty and residents in an academic emergency medicine department. Volunteers participated in group mentoring sessions using a mosaic of vertical and peer mentoring. Sessions focused on topics specific to women in medicine. An anonymous, electronic survey was sent to women who participated during 2004–2010 to assess the perceived value of the program and to collect qualitative feedback. Preliminary achievements fulfilling the program's goals were tracked. Results A total of 46 women (64%) completed the survey. The results showed a positive perceived value of the program (average, 4.65 on a 5-point Likert scale) in providing mentors and role models (4.41), in offering a supportive environment (4.39), in providing discussions pertinent to both personal (4.22) and professional development (4.22), while expanding networking opportunities (4.07). Notable achievements included work on the creation of a family leave policy, establishing lactation space, collaboration on projects, awards, and academic advancement. Conclusion This innovative model for mentoring women is perceived as a valuable asset to the academic department and residency. It offers the unique combination of expanding a female mentor pool by recruiting alumni and using a mosaic of vertical and peer mentoring.

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