A Three-Year Evaluation of a Graduate Student Peer Mentor Program in the Werklund School of Education (2014 – 2017)
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2023-03-15
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Abstract
This technical paper reports on the evaluation of a peer mentor program designed, developed and implemented by the Werklund School of Education at the University of Calgary in Alberta. The program was evaluated, annually, for three years, since its initiation in June 2014 to assess whether it was meeting its goal, in an effort to inform its strategic decisions going forward. The goal of the Peer Mentor Program was to enhance collaborative peer learning and a community of practice among graduate students, who also included professional educators returning to school, across specializations by providing: a) intentional supports for new students as they transition to graduate student life; b) mentoring and problem-based learning opportunities for students to build leadership and mentoring competencies; c) support in building academic and social relationships; and d) experiences to develop post-secondary teaching and learning capacity. To evaluate the program, a multi-evaluative approach, including a developmental evaluation and practical participatory evaluation was employed in collaboration with the program’s primary and secondary stakeholders. Findings indicate that the program has been successful in: 1) providing strong support for new graduate students in making the transition to graduate school; 2) developing leadership and mentoring competencies of graduate students; and 3) facilitating the building of mentors’ and mentees’ social and academic relationships. Based on the findings and building upon mentors’ and mentees’ experiences in the program, recommendations are made for further improvement to better align the program’s components with its goals.
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evaluation, peer mentors, peer mentees, transition to grad school, collaborative peer learning, community of practice