Unanticipated Outcomes: Social and Academic Benefits for STEM Peer Mentors
Unanticipated Outcomes: Social and Academic Benefits for STEM Peer Mentors
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意想不到的成果：STEM 同伴导师的社会和学术效益
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通讯作者：
Joseph Odenwald
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作者：
Adrienne Steele;Warren N. Waggenspack;Joseph Odenwald
本实践论文将介绍对一所大型公立大学工程学院的同伴指导计划的本科生参与者进行的定性评估的结果。过去的研究主要集中在指导计划对受保护者（那些从指导中受益的人）的影响。随着大学中领导力和同伴指导项目的增加[1]，检查这些项目的各个方面以及对所有所服务学生的影响非常重要。几年来，很明显，辅导计划对导师本人以及门徒产生了相当积极的影响。研究人员对前同伴导师的较高毕业率感兴趣，试图发现和研究同伴导师通过参与该计划所获得的学术和社会效益。使用随机数生成器从自 2010 年以来在该计划中服务至少两年的所有导师名单中选择 20 人（n=101）。其中许多导师已经毕业并在各种工程职位上工作，而其他人则是在校学生。项目外的一名研究人员对八名现任和前任导师进行了电话采访，他们的身份并未与该研究人员分享。所有访谈均由第三方转录，并使用 Tesch 的定性数据编码的八个步骤进行编码 [2]。出现的主题通过成员检查进行验证，以确保参与者同意结论 [3]。这些访谈得出了三个主题：领导力和沟通技巧的发展、社区意识的提高以及积极性的增加。从这些采访中收集到的信息表明，作为导师的参与在学术上丰富了，确保了导师自己的学术坚持，并且对社会有益，该计划可以作为学院和更大的大学内其他领导机会的跳板。收集关于同伴辅导计划对导师本身影响的数据可以帮助巩固新的辅导计划，并告知政府可能尚未意识到的既定模式和好处。
This practice paper will present the findings of qualitative assessment conducted on undergraduate participants in a peer mentoring program in the College of Engineering at a large public university. Past research mostly focuses on the effects of mentoring programs on the protégés–those who benefit from being mentored. With the increase of leadership and peer mentoring programs across universities [1], it’s important to examine all aspects and impacts of these programs on all students served. Over several years, it became apparent that the mentoring program had quite a positive effect on the mentors themselves as well as the protégés. Intrigued by higher graduation rates of former peer mentors, the researchers sought to discover and examine the academic and social benefits peer mentors found by participating in this program. A random number generator was used to select twenty people from a list of all mentors who served at least two years in the program (n=101) since 2010. Many of these mentors had graduated and worked in various engineering positions, while others were current students. Phone interviews of eight current and former mentors were conducted by a researcher outside of the program, and their identities were not shared with this researcher. All interviews were transcribed by a third party, and they were coded using Tesch’s eight steps for coding qualitative data [2]. Themes that emerged were validated using member checking to ensure that the participants agreed with the conclusions [3]. Three main themes emerged from these interviews: development of leadership and communication skills, improved sense of community, and increase in motivation. Information gathered from these interviews suggest that participation as a mentor was academically enriching, ensuring the mentors’ own academic persistence, as well as socially beneficial, with the program serving as a springboard for other leadership opportunities within the college and larger university. Gathering data on the effects of peer mentoring programs on the mentors themselves can help to solidify new mentoring programs and to inform well-established programs of patterns and benefits of which administration may not already be aware.