Student to Student:

Peer-Mentoring in a University Study Abroad Program

Eric Gondree, EFL Instructor, Konan University

About the presenter…

• MBA (Management Information Systems)
• SUNY Buffalo School of Management, 1999

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• M. Ed (TESOL)
• SUNY Buffalo Graduate School of Education, 2009

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• English Language Institute, SUNY Buffalo, New York
• 2007 – 2009

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• Study Abroad Program, Konan University, Kobe, Japan
• 2009 – present

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• Treasurer, Business English SIG, Japan Association of Language Teaching (JALT)
• 2009 – present

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What is peer-mentoring?

• Burlew (1991) "A mentor is anyone who provides guidance, support, knowledge and opportunities for whatever period the mentor and protégé deem this help to be necessary.“

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• Topping (2005) "Peer mentoring is typically conducted between people of equal status."

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• Jacobi (1991) relationships within mentoring serve three main functions:
• (a) emotional and psychological support
• (b) direct assistance with career and professional development
• (c) role modeling

What is the purpose of mentoring?

• "Mentoring is to support and encourage people to manage their own learning in order that they may maximize their potential, develop their skills, improve their performance and become the person they want to be."
• -- Eric Parsloe, The Oxford School of Coaching & Mentoring

What is the mentor-mentee relationship?

• A mentor is an experienced guide who can help a mentee develop solutions to education/career issues.

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• Mentors rely upon having had similar past experiences to gain empathy with the mentee and an understanding of their issues.

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• Mentoring provides the mentee with an opportunity to think about career options and progress.

What are the benefits of mentoring among mentors and mentees?

• Mentee:
• Understands institutional roles and expectations
• Develops critical thinking skills
• Receives help on navigating program and study

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• Mentor:
• Self-growth
• Practices mentoring skills
• Increased networking among newer program members

What are the benefits of mentoring?

• The role of peer mentoring in promoting academic success within higher education has long been recognized in the literature (Astin, 1977, 1984; Topping, 1996, 2005; Topping & Ehly, 2001).

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• University mentoring programs that offer support to students with academic problems during freshmen year have seen increases in retention and graduation rates (Mee-Lee & Bush, 2003).

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• Mentoring can positively influence the career choices students make, perseverance in following educational goals, and achievement in higher education (Brown, David, & McClendon, 1999; Ferrari, 2004; Packard, 2003).

My students

• My students: first- and fourth-year Japanese university-level students in a four-year, skills-based study-abroad preparatory program.
• During their year abroad, students attend either the University at Buffalo (UB) or University of Victoria (U Vic).

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• The first one and a half years of the program comprise of Reading, Writing, Speaking and Listening classes.

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• All students intend to study in English-speaking foreign universities (Canada, U.S.) for their junior year.

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• During their senior year, students return to Japan to complete their studies and graduate.

Opportunity for mentoring?

• In the second semester of each year, fourth-year students have returned from studying abroad. (Potential mentors?)

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• First-year students are in their second semester of study. (Potential mentees?)

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• Was there a possibility for the program’s older, more experienced students to mentor the younger students?

Our mentoring project

• Pairs fourth-year students with first-year students in the second semester.

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• Involves informal, unstructured peer-mentoring meetings in English.

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• Participation in the program is voluntary.

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• Mentors and mentees must take notes, keep a log of their meetings and take a final survey.

Mentoring survey results

• Sample size= 19 (Both mentors and mentees)

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• How would you rate the mentor program?

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• Excellent: 26%
• Very good: 53%
• Good: 21%
• Poor: 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Did you enjoy being part of this program?

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• Yes: 79%
• Somewhat: 21%
• Not much: 0%
• No: 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Did having a mentor help you do better in school?

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• Yes= 71%
• Somewhat= 29%
• Not much= 0%
• No= 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Did you learn new things from your mentor?

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• Yes= 79%
• Somewhat= 21%
• Not much= 0%
• No= 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• How many times did you meet with your mentor?

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• Three+ = 7%
• Twice = 21%
• Once = 72%
• Zero = 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Would you have liked to meet with your mentor more often?

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• Yes=22%
• A bit more= 57%
• Not much more=21%
• No= 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Would you be interested in becoming a mentor in the future?

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• Yes= 22%
• Somewhat= 57%
• Not much= 21%
• Not at all= 0%

Mentoring survey results

• Sample size= 14 (Mentees only)

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• Would you recommend that other students have a mentor?

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• Yes=100%
• No= 0%

From survey comments 1

• List something that you learned from your mentor:

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• “How to study English”
• “How to study TOEFL”
• “Difference between UB and U Vic”
• “How to improve my English”
• “Studying abroad is fun”
• “Listening skills”
• “I can change dormitory room if I have serious problem”
• “Life after studying abroad”

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From survey comments 2

• What did you like best about the mentor program?

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• “I could learn many things”
• “I get to know a senior student”
• “I can take some advice”
• “I can ask questions whatever I want to know about study abroad”
• “I could get along with her (mentor)”
• “To know how to get the TOEFL score”
• “I didn’t know any sempai of SA course before”
• “To ask everything for studying abroad”
• “I could meet my mentor”
• “I can have the opportunity to talk with seniors”.

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From survey comments 3

• What do you think the mentoring program should change or do differently next time?

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• “My mentor didn’t know what he should do”
• “If instructions for mentors is clearer”
• “I think seniors who have to do job hunting shouldn’t be mentors because they are so busy”
• “Make a guide for mentors because many mentors seemed to be confused about what they should do.”

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Lessons learned 1

• The most difficult part of establishing a volunteer peer-mentoring program is finding enough mentors.
• 8 mentors vs. 16 mentees. (20 students wanted to be mentees)
• From mentor’s point of view, benefits are few
• If there are not enough mentors, one mentor may need to have multiple mentees

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• Pairing mentors and mentees takes thought and planning.
• Ideally, there should be same-sex pairings
• Student personalities may be an issue

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• Mentees from outside of town should be prioritized
• Such students lack a local support network and may benefit more from having a mentor

Lessons learned 2

• Mentors need to be vetted

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• Mentors may need orientation and guidance to effectively take-up their role as mentors

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• Mentees need to be periodically checked-up on to ensure that they are meeting their mentors

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• Sometimes, for whatever reason, the relationship between some mentors and mentees will not work

Conclusions:

• Mentors and mentees appreciate the value of mentoring

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• Mentees find mentoring helpful and fun

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• However, participants may not have (or may not be willing to invest) time/energy for a mentoring relationship or to become mentors themselves

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• Most students believe that one mentoring session is not enough

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• Mentors need guidance about their role

References

• Astin, A. W., (1977). Four critical years: Effects of college on beliefs, attitudes, and knowledge. San Francisco, Jossey-Bass.
• Brown, M. C., II, David, G. L., & McClendon, S. A. (1999). Mentoring graduate students of color: Myths, models, and modes. Peabody Journal of Education, 74(2), 105-119.
• Burlew, L.D., (1991). ‘Multiple Mentor Model: A Conceptual Framework’. Journal of Career Development. 17. 3. pp. 213-21.
• Ferrari, J. R. (2004). Mentors in life and at school: Impact on undergraduate protégé perceptions of university mission and values. Mentoring and Tutoring, 12(3), 295-307.
• Jacobi, M., (1991). ‘Mentoring and Undergraduate Academic Success: A Literature Review’. Review of Educational Research. 61.4. pp. 503-532.
• Mee-Lee, L., & Bush, T. (2003). Student mentoring in higher education: Hong Kong Baptist University. Mentoring and Tutoring, 11(3), 263-271.
• Packard, B. W. L. (2003). Student training promotes mentoring awareness and action. Career Development Quarterly, 51, 335-345.
• Topping, K.J., (1996). ‘The Effectiveness of Peer Tutoring in Further and Higher Education: A Typology and Review of the Literature’. Higher Education. 32. pp. 321-345.
• Topping, K.J., (2005). Trends in Peer Learning. Educational Psychology. 25.6. pp. 631–645.
• Topping, K.J., & Ehly, S.W., (2001). 'Peer Assisted Learning: A Framework for Consultation'. Journal of Educational and Psychological Consultation, 12. 2. pp. 113-132.

Thank you for attending!

• Questions? Comments?

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• This slide-show will be available for download at http://eric.gondree.com