Healing from the Inside-out: A Restorative Peer Mentoring Model

2019 ◽  
Keyword(s):  
Peer Mentoring ◽  
Inside Out ◽  
Mentoring Model

An Innovative Near-Peer Mentoring Model for Undergraduate and Secondary Students: STEM Focus

2014 ◽  
Vol 39 (5) ◽  
pp. 375-385 ◽  
Author(s):  
Laura S. Tenenbaum ◽  
Margery K. Anderson ◽  
Marti Jett ◽  
Debra L. Yourick
Keyword(s):  
Secondary Students ◽  
Peer Mentoring ◽  
Mentoring Model

scholarly journals Catalyst: a peer mentoring model supporting new academics

2014 ◽  
Vol 2 (3) ◽  
Author(s):  
Barbara Kensington-Miller
Keyword(s):  
Peer Mentoring ◽  
Critical Function ◽  
Speed Up ◽  
One To One ◽  
The University ◽  
Mentoring Model

This paper examines the experiences of a group of new academics from different disciplines in a research-intensive university, involved in a pilot peer-mentoring programme known as Catalyst. The critical function of this programme, as reflected by the name, was to speed up their introduction to the university and make the transition into their departments smoother, with the knowledge and support that new academics require when beginning academia. The model consists of weaving one-to-one peer mentoring simultaneously with one-to-many peer mentoring, a synergy which provided continuous, sustainable, economical and easily implemented support. The two types of peer mentoring became interdependent, which generated sustainability. The paper discusses details of the model and the benefits gained by the new academics through their involvement over their initial semester. As a result, the isolation many felt as they began their new academic roles was reduced, and they were able to cope with the institution and departmental expectations more quickly and effectively than left on their own.

Not a solo ride: co-constructed peer mentoring for early-career educational leadership faculty

2019 ◽  
Vol 8 (4) ◽  
pp. 361-377 ◽  
Author(s):  
Benterah C. Morton ◽  
Elizabeth Gil
Keyword(s):  
Educational Leadership ◽  
Faculty Development ◽  
Peer Mentoring ◽  
Well Being ◽  
Early Career ◽  
Mentoring Programs ◽  
Content Type ◽  
Underrepresented Groups ◽  
Early Career Faculty ◽  
Mentoring Model

PurposeThe purpose of this paper is to describe the origins of a co-constructed peer-mentoring model designed by and for early-career faculty representing historically underrepresented groups in the field of educational leadership. The model, which includes components of the multicultural feminist model of mentoring, pays specific attention to early-career faculty development and well-being and outlines the need for and benefits of peer-mentoring programs.Design/methodology/approachThis qualitative study details the experiences of the development and implementation of a peer-mentoring program based on a review of literature that points out the need to provide mentoring opportunities for early-career educational leadership faculty, from historically underrepresented populations, and further posits peer-mentoring as an avenue to enhance faculty development and well-being.FindingsFaculty representing historically underrepresented groups often experience challenges related to their identities, alongside the general pressures of working toward tenure. Peer-mentoring groups provide support with which to navigate these challenges. Peer-mentor groups are a supplement to other professional groups and interactions within departments and institutions.Practical implicationsThe model has implications of being able to prepare institutional leaders to work toward institutionalizing mentoring programs that take into consideration invisible labor while promoting professional growth and personal wellness, thereby increasing the satisfaction and retention of faculty.Originality/valueThis peer-mentoring model can be used as a tool to leverage collective support, rather than emphasize individual success. As a support vehicle, it can foster a cultural change within the field of educational leadership that supports collaboration over competition.

LEARNING OUTSIDE THE CLASSROOM: THE PEER-MENTORING MODEL IN THE EXPERIENCE OF RESEARCH EXERCISES

2021 ◽  
Author(s):  
Eleonora Mattarelli ◽  
Giulia Vincenti ◽  
Giordana Szpunar ◽  
Patrizia Sposetti
Keyword(s):  
Peer Mentoring ◽  
Mentoring Model

scholarly journals Peer mentoring for undergraduates in a research-focused diversity initiative

2017 ◽  
Vol 28 (3) ◽  
Author(s):  
Thomas E. Keller ◽  
Kay Logan ◽  
Jennifer Lindwall ◽  
Caitlyn Beals
Keyword(s):  
Training Program ◽  
Peer Mentoring ◽  
Institutional Context ◽  
Program Model ◽  
Research Project ◽  
Peer Mentor ◽  
Advanced Student ◽  
Diversity Initiative ◽  
Research Mentor ◽  
Mentoring Model

To provide multi-dimensional support for undergraduates from traditionally underrepresented backgrounds who aspire to careers in research, the BUILD EXITO project, part of a major NIH-funded diversity initiative, matches each scholar with three mentors: peer mentor (advanced student), career mentor (faculty adviser), and research mentor (research project supervisor). After describing the aims of the diversity initiative, the institutional context of the BUILD EXITO project, and the training program model, this article devotes special attention to the rationale for and implementation of the peer mentoring component within the context of the multi-faceted mentoring model.

scholarly journals A Comparative UG Near-peer Mentoring Model for Motivating School Students towards Innovations during E-STEM Education: A Case Study of Qatar

2021 ◽  
Author(s):  
Malavika Elaveetil Santhosh ◽  
Jolly Bhadra ◽  
Azza Saad ◽  
Rana Magdy ◽  
Shahad Alkhair ◽  
...  
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Middle School Students ◽  
Online Education ◽  
Peer Mentoring ◽  
Text Message ◽  
Peer Mentors ◽  
School Students ◽  
Mentoring Model

The importance of online education and online learning has gained colossal importance during the present era. Despite online education being the savior during the current pandemic, its implementation was/has been quite puzzling. This article describes a novel approach to the execution of an E-STEM (online- Science, technology, engineering, mathematics) course for school students by integrating the near-peer mentoring approach. Wherein, the undergraduate (UG) students were the near-peer mentors, who had mentored/guided the school students (middle school & high school). Even though the E-STEM course was developed & presented by the STEM professionals, it was the near peer-mentors who were responsible for the constant motivation & assessment of the school students. The paper displays several roles of the UG mentors, predominantly aiding the students’ motivation and also their assessment via a triangulation assessment approach: with the UG mentors being responsible for the indirect and embedded assessment of the students. The STEM course was efficaciously conducted for 56 students of high school and middle school students, involving 16 undergraduate near-peer mentors. Various E-tools and student-feedback mechanisms were used to implement the E-STEM course in a student-centered manner. Thereby, to reveal the success of the model, the student’s feedback, pre-post questionnaires, and text message transcripts were investigated. The constructive roles of undergraduate mentors, in aiding the school students towards their active engagement, and STEM innovations, during E-learning, have been validated. A clear comparison had been made between the behavioral aspect of the high school students and middle school students with the UG mentor. Therefore, unlike many studies that had shown the success of the near-peer mentoring model, our article addresses the underlying process, that contributes to the success with a distinct comparison between the two (prior mentioned aspect).

The Structure Among Measures of Personality, Social Attitudes, Values, and Social Norms

2007 ◽  
Vol 28 (4) ◽  
pp. 240-251 ◽  
Author(s):  
Lazar Stankov
Keyword(s):  
Factor Analysis ◽  
Individual Differences ◽  
Social Norms ◽  
Social Interactions ◽  
Correlation Matrix ◽  
Social Attitudes ◽  
Group Differences ◽  
Factor Scores ◽  
Ethnic Group Differences ◽  
Inside Out

Abstract. This paper presents the results of a study that employed measures of personality, social attitudes, values, and social norms that have been the focus of recent research in individual differences. These measures were given to a sample of participants (N = 1,255) who were enrolled at 25 US colleges and universities. Factor analysis of the correlation matrix produced four factors. Three of these factors corresponded to the domains of Personality/Amoral Social Attitudes, Values, and Social Norms; one factor, Conservatism, cut across the domains. Cognitive ability showed negative correlation with conservatism and amoral social attitudes. The study also examined gender and ethnic group differences on factor scores. The overall interpretation of the findings is consistent with the inside-out view of human social interactions.

Sign in / Sign up

Export Citation Format

Share Document