ERIC Number: EJ1043300
Record Type: Journal
Publication Date: 2014-Sep
Abstractor: As Provided
Reference Count: 39
Mentor Service Themes Emergent in a Holistic, Undergraduate Peer-Mentoring Experience
Ward, Elijah G.; Thomas, Earl E.; Disch, William B.
Journal of College Student Development, v55 n6 p563-579 Sep 2014
Little research has focused carefully on the means by which peer mentors foster development in undergraduate protégés. Two faculty members developed a holistic, peer-mentoring project in which 26 upperclassmen mentored 74 underclassmen at a midsize, 4-year institution. Mentor journal notes, open-ended protégé responses, and participant observations were analyzed using a grounded theory approach, resulting in the emergence of 7 themes of mentor service activity. Findings expand our understanding of the mechanics through which peer mentors successfully serve and foster the development of early undergraduates in making the transition to college. Results can be used to facilitate the transition of academically underprepared undergraduates, who have the lowest retention rates.
Descriptors: Mentors, Peer Teaching, Peer Relationship, Undergraduate Students, Holistic Approach, Grounded Theory, Journal Writing, Participant Observation, Private Colleges, Student Surveys, Likert Scales, Teacher Effectiveness, Guidance, Friendship, Cross Age Teaching, Accountability, Student Development, Adjustment (to Environment), Academic Persistence
Johns Hopkins University Press. 2715 North Charles Street, Baltimore, MD 21218. Tel: 800-548-1784; Tel: 410-516-6987; Fax: 410-516-6968; e-mail: firstname.lastname@example.org; Web site: http://www.press.jhu.edu/journals/subscribe.html
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A