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Developing effective student peer mentoring programs : a practitioner's guide to program design, delivery, evaluation and training. Cover Image Book Book

Developing effective student peer mentoring programs : a practitioner's guide to program design, delivery, evaluation and training.

Collier, Peter J. (Peter John), 1947- (Author).

Record details

  • ISBN: 9781620360767 (Paper)
  • ISBN: 1620360764 (Paper)
  • Physical Description: xxii, 370 : ill. ; 23 cm.
  • Edition: 1st ed. / Peter J. Collier.
  • Publisher: Sterling, Virginia : Stylus Publishing, 2015.

Content descriptions

Bibliography, etc. Note:
Includes bibliographical references and index.

Search for related items by subject

Subject: Mentoring in education > United States.
College students > Services for > United States.

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  • 1 of 1 copy available at Vancouver Community College.

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  • 0 current holds with 1 total copy.
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Location Call Number / Copy Notes Barcode Shelving Location Circulation Modifier Holdable? Status Due Date Courses
Broadway Library LB 1731.4 C65 2015 (Text) 33109010184372 Stacks Volume hold Available -
► Summaries & More
▼ Additional Content
Foreword xvii
Nora Dominguez
Acknowledgments xxi
Introduction 1(6)
Part One: What Is Peer Mentoring, And Why Does It Work To Promote Student Success?
1 What Is Peer Mentoring, And How Is It Used In Higher Education?
7(17)
What Is Mentoring? What Is Peer Mentoring?
8(1)
Differences Between Informal and Formal College Student Mentoring Relationships
9(1)
Differences Between Hierarchical and Peer Mentoring for College Students
9(1)
What Do We Know About the Impacts of Peer Mentoring on College Students?
9(4)
Peer Mentoring and the Career Function in Higher Education: Academic Success and Staying in School
10(1)
Peer Mentoring and the Psychosocial Support Function in Higher Education
11(2)
What Are the Advantages of Peer Mentoring?
13(2)
Cost
14(1)
Availability of Potential Mentors
14(1)
Why Might Peer Mentoring Be Particularly Effective for Promoting Undergraduate Student Success?
15(4)
Credibility and Hierarchical Mentoring
16(1)
Credibility and Peer Mentoring
16(1)
Credibility, Role Understanding, and Mentoring Undergraduate Students
17(1)
Hierarchical Mentoring of Undergraduate Students
17(1)
Peer Mentoring Undergraduate Students
18(1)
How Can Peer Mentoring Programs Be Categorized?
19(4)
Notes
23(1)
2 How Can Peer Mentoring Help Address The Crisis Of College Students Not Completing Their Degrees?
24(19)
What Is the Issue of Degree Noncompletion?
25(1)
What Are the Costs of College Students Not Completing Their Degrees?
25(4)
National- and State-Level Costs of College Students Not Completing Their Degrees
25(2)
College-Level Costs of College Students Not Completing Their Degrees
27(1)
Student-Level Costs of College Students Not Completing Their Degrees
28(1)
What Are Some Relevant Models of College Student Persistence?
29(6)
Models of Traditional College Student Persistence
29(1)
Models of Nontraditional College Student Persistence
30(5)
How and Where Peer Mentoring Might Affect College Student Persistence Models
35(3)
Peer Mentoring and Actin's Student Involvement Model: Increasing Mentees' Engagement and Involvement in Their Own Learning
35(1)
Peer Mentoring and Tinto's Student Integration Model: Validating Mentees and Increasing Their Feelings of Belonging
36(1)
Peer Mentoring and Guiffrida's Student Connection Model: Helping Mentees Retain Home Cultural Values and Connections While Still Succeeding in College
37(1)
Peer Mentoring and Collier and Morgan's Two-Path Model: Importing Cultural Capital and Strategies for Student Success
37(1)
What Are Some Important Higher Education Transitions That Affect College Student Persistence?
38(3)
From High School to College
38(1)
From a Two-Year Community College to a Four-Year College
39(1)
Returning Students' Transition From the Community to Higher Education
39(1)
From Undergraduate to Graduate School
40(1)
From One Educational System to Another
40(1)
How Can Educational Transitions Be Integrated Into the Peer Mentoring Rubric?
41(1)
Notes
42(1)
3 What Are The Important Adjustment Issues College Students Must Address To Persist At College And Complete Their Degrees?
43(25)
How Can We Understand College Student Development Issues?
44(4)
Student Development Theory
44(1)
Self-Authorship Theory
45(3)
What Are Some Important Issues Faced by All College Students?
48(3)
Sense of Belonging
48(1)
Preparation
48(1)
Negotiating Bureaucracy
49(1)
Time Management
49(1)
Finding Campus Resources
49(1)
Financial Issues and Managing Money
50(1)
Personal Well-Being and Physical and Mental Health
50(1)
Understanding the Culture of Higher Education
50(1)
What Are Important Student Adjustment Issues Associated With Specific Higher Education Transitions?
51(4)
From High School to College
51(1)
From a Two-Year Community College to a Four-Year College
52(1)
From Undergraduate to Graduate School
53(1)
Returning Students' Transition From the Community to Higher Education
54(1)
From One Educational System to Another
55(1)
What Are Some Important College Adjustment Issues for International Students, First-Generation Students, and Student Veterans?
55(7)
International Students
55(3)
First-Generation Students
58(2)
Student Veterans
60(2)
How Can You Identify the Adjustment Issues the Students in Your Program Face?
62(5)
What Are the College Adjustment Issues These Students Are Facing?
62(1)
Identifying Student Adjustment Issues
63(1)
Tools for Identifying Student Issues
63(4)
Note
67(1)
4 How Can Peer Mentoring Help College Students Address Specific Adjustment Issues And Have A Positive Impact On Persistence And Degree Completion?
68(23)
What Can Peer Mentoring Accomplish?
69(9)
Providing Emotional Support and Validating Mentees as Legitimate College Students
70(1)
Helping Mentees Navigate Your College
70(1)
Using Campus Resources to Address Adjustment Issues
71(1)
Improving Mentee Decision Making
72(6)
How Can You Match What Peer Mentoring Can Provide With Specific Student Issues?
78(1)
What Can Peer Mentoring Realistically Contribute to Promoting International Students' Success?
78(4)
What Can Peer Mentoring Realistically Contribute to Promoting First-Generation Students' Success?
82(3)
What Can Peer Mentoring Realistically Contribute to Promoting Student Veterans' Success?
85(2)
What Are Appropriate Uses of Peer Mentoring for Your Program?
87(1)
Note
88(3)
Part Two: What Are The Nuts And Bolts Of Developing A College Student Peer Mentoring Program?
Vignette 1 High School To College Transition-Focused Program
91(8)
Retention Through an Academic Mentoring Program Vynessa Ortiz and Mary Virnoche, Humboldt State University
5 What Design Issues Must You Consider In Setting Up A Peer Mentoring Program?
99(44)
Developing a Time Line
101(1)
Developing a Budget and Securing Funding
102(4)
Types of Programs
103(2)
Getting Support From Administration
105(1)
Establishing Program Location
106(2)
Physical Space
106(1)
Virtual Space
107(1)
Hiring Program Staff
108(1)
Coordinator
108(1)
Program Size and Staffing: The Need for a Mentor Supervisor
108(1)
Recruiting and Hiring Mentors
109(10)
Program Size and Mentor Issues
109(1)
Developing a Mentor Job Description
110(4)
Recruiting Mentors
114(1)
Program Size and Mentor Recruitment
115(2)
Selecting Mentors
117(1)
Mentor Compensation Issues
118(1)
Developing Policies and Procedures
119(2)
Policies Relating to the Larger Mentoring Program
120(1)
Policies Relating to the Mentor-Mentee Pair
120(1)
Policies Relating to Evaluation
121(1)
Policies Relating to Internal Program Functioning
121(1)
Setting Up a Program Database and Developing Forms
121(2)
What Should Be Included in Your Database?
122(1)
Development of Key Program Forms
122(1)
Identifying and Recruiting Potential Mentees
123(4)
Methods of Making Contact
123(2)
Informational Meetings With Potential Mentees
125(2)
Program Year Activities
127(3)
Initial Mentor-Mentee Contact
127(1)
Ongoing Program Supervision and Support
128(1)
Celebrating Your Successful Program and Acknowledging Your Mentors
128(2)
Size and Design Issues
130(4)
Inclusiveness: Universal Versus Tailored
130(1)
Duration: Short Term Versus Long Term
131(1)
Approach to Addressing Students' Needs: Targeted Versus Developmental
132(1)
Nature of College Transition
133(1)
Note
134(1)
Chapter 5 Resources
135(8)
Vignette First-Generation Student-Focused Program
143(9)
Students First Mentoring Program Peter I Collier, Portland State University
6 How Will You Deliver Mentoring Support And Services?
152(38)
Background: Different Modes of Delivering Peer Mentoring
153(1)
Paired Face-to-Face Mentoring
153(1)
Group Face-to-Face Mentoring
153(1)
Paired E-Mentoring
153(1)
Group E-Mentoring
154(1)
Peer Mentoring Benefits Shared by E-Mentoring and Face-to-Face Programs
154(2)
Strengths of Paired Face-to-Face Mentoring
156(1)
Communication Advantages
156(1)
Persuasiveness Advantage
157(1)
Commitment Advantages
157(1)
Limitations of Paired Face-to-Face-Based Mentoring
157(2)
Physical Space Issues
157(1)
Scheduling Issues
158(1)
Obtaining Candid Evaluation Responses Issue
158(1)
Mentee Support Materials Delivery Issues
158(1)
Limitations of Paired Mentoring in General
159(1)
Strengths of Group Face-to-Face Mentoring
159(1)
Scalability
159(1)
Cohort Effect
159(1)
Learning Potential
159(1)
Limitations of Group Face-to-Face Mentoring
160(1)
Strengths of E-Mentoring
160(5)
Able to Serve Mentees Located Beyond Immediate Campus
160(1)
Virtual Networks Already in Place
160(1)
Scalability
161(1)
Time and Flexibility Benefits
161(1)
Timeliness in Addressing Student Adjustment Issues
162(1)
Facilitates Early Contact With Mentees
163(1)
Communication-Related Advantages
163(1)
Avoids Negatively Labeling Students
164(1)
Program Administration Benefits
164(1)
Limitations of E-Mentoring
165(3)
Cost
165(1)
Prerequisite Conditions and Skills
165(1)
Increased Likelihood of Miscommunication
166(1)
Unrealistic Expectations
167(1)
Lower Commitment Levels
167(1)
Addressing Potential E-Mentoring Limitations
168(1)
Strengths of Group E-Mentoring
169(1)
Mentees Learn From Each Other
169(1)
Mentor Support From Peers
170(1)
Less Resource Intensive
170(1)
Limitations of Group E-Mentoring
170(1)
Technology Skills Are Not Evenly Distributed Among Mentees
170(1)
Hybrid Programs
171(1)
Bringing the Strengths of E-Mentoring to a Face-to-Face Delivery-Based Program
172(2)
Distributing Support Materials Electronically
172(1)
Increasing Flexibility in Mentor-Mentee Interactions
173(1)
Bringing the Strengths of Face-to-Face Delivery to an E-Mentoring Program
174(7)
Improving Level of Mentor-Mentee Commitment
174(3)
Using Technology to Replicate Advantages of Face-to-Face Interaction
177(1)
Improving Evaluation by Taking the Best of Both Approaches
177(1)
Delivery Issues Related to Program Size
178(3)
Chapter 6 Resources
181(9)
Vignette 3 Transfer Student-Focused Program
190(7)
Transfer Connections Program Phil Larsen, Lydia Middleton, and Adam Baker, University of Michigan
7 What Content Materials Will You Share With Mentees?
197(21)
Content Areas That Are Consistent Across Programs
199(8)
Fundamental College Student Adjustment Issues
199(1)
Negotiating the Campus Bureaucracy
199(1)
Identifying and Appropriately Using Relevant Campus Resources
200(2)
Communicating Effectively
202(2)
Cross-Cultural Sensitivity or Diversity Issues
204(1)
The Value of Service
205(2)
Content of Programs That Serve the Same Targeted Groups
207(1)
Identifying Group-Relevant Campus Resources
207(1)
Appropriately Using Group-Relevant Campus Resources
207(1)
Program-Specific Content
208(2)
Using Program Resources
208(1)
Understanding Program Expectations
208(1)
Participating in Evaluation
209(1)
Content Packaging Strategies
210(6)
Organizing Information About Campus Resources
210(1)
Organizing Information About Adjustment Issues
211(3)
Sequencing When Content Is Introduced
214(2)
Chapter 7 Resources
216(2)
Vignette 4 Student Veteran-focused Program
218(6)
VETS to VETS Program Elizabeth Erickson, Sacramento State University
8 How Are You Going To Train Your Peer Mentors?
224(51)
Getting Started
225(5)
The Purpose of Mentor Training
226(1)
Characteristics of a Good Mentor Training Program
227(1)
The Information-Connection-Application Model of Mentor Training
227(1)
Duration
228(1)
Size-Associated Training Issues
229(1)
Universal Areas of Training Content
230(23)
What Is Mentoring?
230(1)
Enacting the Mentor Role
231(6)
Communication
237(2)
Mentee Needs
239(11)
Cross-Cultural Appreciation or Diversity
250(1)
Value of Service
250(2)
Enacting the Mentor Role Revisited: Interpersonal Skills
252(1)
Subgroup-Specific Areas of Training Content
253(3)
Adjustment Issues Particular to Specific Subgroups of Students
254(1)
Understanding Your University's Group-Relevant Policies
255(1)
Locating Group-Relevant Campus Resources
255(1)
Program-Specific Areas of Training Content
256(5)
Mentor and Mentee Expectations
257(1)
Program Policies and Procedures
257(2)
How to Do the Job
259(2)
Sequencing and Integrating Different Elements of Mentor Training
261(3)
How Will Materials Be Presented?
261(1)
Who Should Present Specific Training Elements?
261(1)
How Will Training Materials Be Sequenced?
262(2)
Notes
264(1)
Chapter 8 Resources
265(10)
Vignette 5 Undergraduate To Graduate School Transition-Focused Program
275(6)
The Project for New Mexico Graduates of Color and Integrity in Graduate Training William L. Gannon, Stephanie Sanchez, and Felipe Amarah University of New Mexico
9 How Will You Evaluate The Impact Of Your Peer Mentoring Program?
281(31)
Summative Versus Formative Evaluation
282(1)
Establishing Program Success
283(5)
Three-Step Evaluation
283(2)
You Need an Evaluation Plan
285(3)
Setting the Stage
288(5)
Evaluation Design
289(3)
Institutional Data
292(1)
What Types of Data Should You Use?
293(1)
Data Collection
293(10)
Instruments for Measuring Common Program Goals
293(7)
Analysis and Presentation of Results
300(1)
Examples of Linking Specific Program Goals, Indicators, and Appropriate Data Collection
301(2)
Evaluating Mentor Training
303(6)
Curriculum
303(1)
Mentors' Experiences
304(2)
Integrating Evaluation Into Mentor Training Activities
306(3)
Evaluation Plan Revisited
309(1)
Notes
310(1)
Chapter 9 Resources
311(1)
Vignette 6 International Student-focused Program
312(8)
The International Student Mentoring Program Paul Braun and Jill Townley, Portland State University
10 How Will You Care For And Maintain Your Peer Mentoring Program?
320(8)
Review and Revision
321(1)
Getting the Word Out
322(2)
Ongoing Support and Institutionalizing Your Program
324(1)
Putting All the Pieces Together
325(2)
A Closing Thought
327(1)
References 328(21)
Index 349

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