Exploring the Impact of Participating in an Inclusive Post-Secondary Learning Opportunity
Location
Walsh B
Proposal Track
Research Project
Session Format
Presentation
Abstract
This presentation highlights the results of a qualitative study designed to explore the impact of mentoring in an inclusive post-secondary learning opportunity. University peer mentors and faculty members created a welcoming environment and provided support for post-secondary students. These mentors collaborated with students to help them to experience greater access to educational opportunities. During interviews and focus groups mentors enthusiastically described their collaboration and ways they learned from students as they helped them to make the most of the learning opportunities. Their collaborative approach aligned with the Gradual Release of Responsibility Model and Invitational Theory and Practice. Mentors connected university learning opportunities with students’ interests and shared specific learning strategies. Trips to Boston and Dubai enhanced cultural opportunities as students met the Saudi Arabian Princess and explored the ancient and modern world. Learning strategies used throughout this program were based on the sociocultural theories of Vygotsky and Boyer's model as they transformed challenges into successful accomplishments. Discussions and collaboration during these experiences helped students to integrate their learning experiences and develop greater independence. Typological analysis identified the ways the results of this study aligned with the overarching goals, elements, and domains of Invitational Theory and Practice.
Keywords
Inclusive Post-Secondary Learning Opportunities, Mentoring, Learning Strategies
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Coffey, Debra J. and Elsawy, Ibrahim, "Exploring the Impact of Participating in an Inclusive Post-Secondary Learning Opportunity" (2017). Georgia Educational Research Association Conference. 22.
https://digitalcommons.georgiasouthern.edu/gera/2017/2017/22
Exploring the Impact of Participating in an Inclusive Post-Secondary Learning Opportunity
Walsh B
This presentation highlights the results of a qualitative study designed to explore the impact of mentoring in an inclusive post-secondary learning opportunity. University peer mentors and faculty members created a welcoming environment and provided support for post-secondary students. These mentors collaborated with students to help them to experience greater access to educational opportunities. During interviews and focus groups mentors enthusiastically described their collaboration and ways they learned from students as they helped them to make the most of the learning opportunities. Their collaborative approach aligned with the Gradual Release of Responsibility Model and Invitational Theory and Practice. Mentors connected university learning opportunities with students’ interests and shared specific learning strategies. Trips to Boston and Dubai enhanced cultural opportunities as students met the Saudi Arabian Princess and explored the ancient and modern world. Learning strategies used throughout this program were based on the sociocultural theories of Vygotsky and Boyer's model as they transformed challenges into successful accomplishments. Discussions and collaboration during these experiences helped students to integrate their learning experiences and develop greater independence. Typological analysis identified the ways the results of this study aligned with the overarching goals, elements, and domains of Invitational Theory and Practice.
