Track
Research Project / Learning Theories and Pedagogy
Abstract
One methodology researchers have used to reduce or reverse poor retention rates is near-peer mentoring. Studies have shown that acting as a near-peer mentor aided in the mentor’s academic growth and was suggested to be a promising prospect for student retention. Kuh et al. have also demonstrated that the educationally purposeful activities described in the National Survey of Student Engagement, produced a statistically significant increase in first year grades, and second year persistence (2008). A recent review of mentoring programs (Gershenfeld, 2014) suggests that more rigorous research should be completed, particularly with respect to the assessment of the social validity of the programs.
The revised introductory course at Florida Gulf Coast University (FGCU) integrates upper level students as near-peer mentors. The addition of these mentors to the class is designed to allow freshman to more easily find their fit within the college and increase retention. The social validity of the program is evaluated through a mixed method approach including the use of pre and post surveys of the students enrolled in the course and focus group discussions with the students serving as near-peer mentors. The impact of these relationships on student self-efficacy and the future direction of the program will also be included.
Session Format
Poster Session
Location
Room 113
Creative Commons License
This work is licensed under a Creative Commons Attribution-No Derivative Works 4.0 License.
Recommended Citation
Kunberger, Tanya, "The Impact of Near – Peer Mentoring in an Introductory Course" (2016). SoTL Commons Conference. 10.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/10
The Impact of Near – Peer Mentoring in an Introductory Course
Room 113
One methodology researchers have used to reduce or reverse poor retention rates is near-peer mentoring. Studies have shown that acting as a near-peer mentor aided in the mentor’s academic growth and was suggested to be a promising prospect for student retention. Kuh et al. have also demonstrated that the educationally purposeful activities described in the National Survey of Student Engagement, produced a statistically significant increase in first year grades, and second year persistence (2008). A recent review of mentoring programs (Gershenfeld, 2014) suggests that more rigorous research should be completed, particularly with respect to the assessment of the social validity of the programs.
The revised introductory course at Florida Gulf Coast University (FGCU) integrates upper level students as near-peer mentors. The addition of these mentors to the class is designed to allow freshman to more easily find their fit within the college and increase retention. The social validity of the program is evaluated through a mixed method approach including the use of pre and post surveys of the students enrolled in the course and focus group discussions with the students serving as near-peer mentors. The impact of these relationships on student self-efficacy and the future direction of the program will also be included.
