An Exploration of the Characteristics of Effective Undergraduate Peer-Mentoring Relationships

Abstract

In this article, we explored the effectiveness of peer mentoring of undergraduate education students enrolled in core curriculum, writing-intensive courses. The context for our study was the use of peer mentors in undergraduate education writing-intensive courses. Peer mentors who had previously taken the courses were selected and trained as undergraduate peer mentors to work to facilitate students’ learning and achievement with required writing assignments. Survey rankings of important characteristics of mentors identified in previous research were examined to determine the commonality of perceptions of mentors and students of the importance of these characteristics in the mentoring relationship. The findings should be useful in the selection of mentors and implementation of other peer mentoring programs.

Keywords:

• peer mentoring
• mentoring
• writing-intensive courses
• mentor characteristics

Additional information

Notes on contributors

April G. Douglass

April G. Douglass, Department of Teaching, Learning, and Culture, Texas A&M University

Dennie L. Smith

Dennie L. Smith, Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University

Lana J. Smith

Lana J. Smith, Department of Teaching, Learning, and Culture, College of Education and Human Development, Texas A&M University.