A Three-Year Evaluation of a Graduate Student Peer Mentor Program in the Werklund School of Education (2014 – 2017)

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dc.contributor.authorLambert, Deborah
dc.contributor.authorJacobsen, Michele
dc.date.accessioned2023-03-16T05:56:40Z
dc.date.available2023-03-16T05:56:40Z
dc.date.issued2023-03-15
dc.description.abstractThis 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.en_US
dc.identifier.urihttp://hdl.handle.net/1880/115922
dc.identifier.urihttps://dx.doi.org/10.11575/PRISM/40786
dc.language.isoengen_US
dc.publisher.facultyWerklund School of Educationen_US
dc.publisher.institutionUniversity of Calgaryen_US
dc.rightsUnless otherwise indicated, this material is protected by copyright and has been made available with authorization from the copyright owner. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.en_US
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0en_US
dc.subjectevaluationen_US
dc.subjectpeer mentorsen_US
dc.subjectpeer menteesen_US
dc.subjecttransition to grad schoolen_US
dc.subjectcollaborative peer learningen_US
dc.subjectcommunity of practiceen_US
dc.titleA Three-Year Evaluation of a Graduate Student Peer Mentor Program in the Werklund School of Education (2014 – 2017)en_US
ucalgary.item.requestcopytrueen_US
ucalgary.scholar.levelfacultyen_US
ucalgary.scholar.levelgraduateen_US
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