Running Head: UTILIZING MENTORSHIP 1

Utilizing Mentorship and Peer Educator programs

Nicholas DeGraw, Erin Wilhelm, and Jency Thomas

CAHA 597

Kelly Smith

Northern Illinois University

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Utilizing Mentorship and Peer Educator Programs

High-impact practices (HIPs) are purposeful strategies proven to promote active

learning and increase student retention and enrollment (Priest & de Campos Paula, 2016, p. 86).

These practices are characterized by meaningful tasks that foster opportunities for collaborative

learning with faculty and peers, exploration of diverse cultures and worldviews, systematic

research and investigation, application of learning to real-world settings, and ongoing reflection,

writing, and feedback (Kuh, 2008; Priest & de Campos Paula, 2016). Some examples include:

first-year seminars, service learning opportunities, internships, undergraduate research, and

capstone courses/projects (AAC&U, n.d.). High-impact practices are not mutually exclusive but

rather, can be combined to create an integrative strategy for students cumulative learning.

In particular, first-year seminars have proven to be effective for preparing students to

navigate unknown futures, assisting faculty in discovering effective pedagogies, and serving as a

partner for initiatives as diverse as service-learning, residential learning communities, and

undergraduate research (Keup & Petschauer, 2011, p. xi). Mentoring, a documented high-

impact practice (Dugan et al., 2013), is one such strategy that can be integrated into the first-year

seminar, specifically in the form of peer education. Within the context of a first-year seminar,

peer educators have the potential to be mentors, educators, advisors, and student assistants as

their "primary expectation in the classroom is to positively influence the students in taking [full]

advantage of the course" (Latino & Ashcraft, 2012, p. 2).

Mentoring programs for first-year students are becoming "increasingly more popular in

higher education. . . .[and are] widely believed to be related to positive outcomes for both the

mentor and the mentee"(Campbell & Campbell, 2003, p. 2). While a first-year mentorship
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program may not hold the answers to all issues a student may face in their first year, such

programs are able to connect students to campus in a way they may not have otherwise found on

their own. The purpose of this study is to determine the extent to which the integration of a

mentorship program into an institutions first-year seminar curriculum aids in first-year student

retention. We specifically focus on the peer educators and their utilization within the first-year

seminar program at Northern Illinois University. We will begin with a review of literature that

focuses on two main themes: the peer educator experience, and how the utilization of mentorship

programs aids in first-year student retention. We interviewed a sample of peer educator students

within the first-year seminar course offerings at Northern Illinois University to garner

information regarding their experiences and how they believe their roles have encouraged first-

year student success and retention. We will conclude with an analysis of our findings and an

overview of our recommendations moving forward.

Clarification of Terms

Peer educators (Latino & Ashcraft, 2012) have also been described in the literature as

peer instructors (Boice-Pardee & Shirvanian, 2004), and peer mentors (Heirdsfield, Walker,

Walsh, & Wilss 2008). For the purpose of this research, the term peer educator will be used due

to the utilization of this term by the first-year seminar program at Northern Illinois University -

the institution on which we are focusing. Peer Educators primary responsibility is assisting a

faculty or staff member in an official first-year class, UNIV 101/201. Peer Educators are in

place to serve as resources and models of success for first-year students to aid in their transition

into NIU.
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Literature Review

This section provides foundational research on the utilization of peer educators within the

first-year seminar course or within similar student support programs. To begin, we will explore

the research elucidating the experiences and developmental implications of the peer educators.

As there is a paucity of research pertaining to the utilization of peer educators and their effect on

first-year student retention, we will include various journal articles discussing the extent to which

mentoring programs aid in first-year student retention.

The Peer Educator Experience

In regards to the overall experience of the peer educator, Latino and Ashcraft (2012)

highlight an essential set of roles and responsibilities that specifically pertain to the peer

educators' formation of relationships with the first-year seminar students. "These can be

summarized as the 4 Cs of peer education: (a) companion, (b) connector, (c) coach, and (d)

champion" (Latino & Ashcraft, 2012, p. 2). The companion role is one of the most important

roles as it involves the peer educators providing support for the first-year students and helping

them to develop relationships with their peers (Latino & Ashcraft, 2012). This is done by

learning the students names, establishing and maintaining ongoing contact both in and outside

the classroom, and planning and facilitating ice breakers (Latino & Ashcraft, 2012).

According to retention research by Astin (1999), Ishler and Upcraft (2005), and Tinto

(1993) (as cited in Latino & Ashcraft, 2012), universities have a relatively short window of time

to help students gain familiarity with resources; get connected to campus activities; and develop

relationships with peers, faculty, and staff in order to keep students enrolled on a path toward

graduation (p. 6). Therefore, the peer educators role as a connector is additionally important.

As a connector, the peer educators assist the students as they navigate through the academic and
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social facets of campus life (Latino & Ashcraft, 2012). The peer educators will help by

disseminating campus terminology, providing regular announcements about events, and

discussing and promoting campus resources (Latino & Ashcraft, 2012).

The peer educators third role is that of a coach. The primary role of a first-year seminar

instructional team is to teach students how to be academically and socially successful in college

(Latino & Ashcraft, 2012). Depending on the working relationship of the peer educators and

their instructors, the peer educators may be responsible for teaching and/or co-teaching entire

lessons (Latino & Ashcraft, 2012). The peer educators bring with them to the classroom a unique

perspective and a desire to be helpful to their instructors and the students. In their role as a coach,

they represent someone who is a relatable source of information by being the person who

provides real-life examples of academic skill development, such as note-taking or time

management (Latino & Ashcraft, 2012). The peer educators can also be a model of appropriate

behavior by being punctual to class and actively engaging in class activities and discussions

(Latino & Ashcraft, 2012).

The final role of the peer educators is that of a champion. Once first-year students reach

campus, they may feel that they are only one of many, and may feel overwhelmed at the prospect

of seeking out resources on their own. Therefore, the peer educator can serve as a champion for

these students by advocating on their behalf, or teaching them how to advocate for themselves,

and by connecting them to various people in the campus network (Latino & Ashcraft, 2012, p.

11). For example, in order to ease any feelings of intimidation, peer educators can personally

escort students to campus resources such as the tutoring center or the financial aid office, or they

can accompany the students to the first meeting of a student organization (Latino & Ashcraft,

2012).
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Another article by Boice-Pardee and Shirvanian (2004) provides a glimpse into the

selection and training of the peer instructors of Rutgers College's First-Year Interest Group

Seminar (FIGS) program. The FIGS program at Rutgers College affords first-year students the

opportunity to explore various programs of study, to become acclimated to campus life, and to

receive "a foundation for academic and cocurricular success" (Boice-Pardee & Shirvanian, 2004,

p. 23). The peer instructors were upper-division undergraduate students and were the sole

instructor of each course section. They were selected based on their creation of a course

proposal, letters of recommendation, and an interview process involving staff and former peer

instructors (Boice-Pardee & Shirvanian, 2004). Once chosen, they were required to attend two

summer training sessions as well as enroll in a course that runs in conjunction with the FIGS

program.

The authors also shared the peer instructors' thoughts about their experiences in the

program. They expressed that they learned a great deal not only about the learning environment

but about themselves as well. These individuals learned how to craft course syllabi and lesson

plans that were malleable to the needs and interests of their students as well as how to foster a

respectful classroom environment. They learned a lot about their individual strengths and

weaknesses and strived to be seen as confident, trustworthy, and authoritative leaders in the

classroom (Boice-Pardee & Shirvanian, 2004). All-in-all, the peer instructors were encouraged to

strike a balance between being a role model, a student, and a teacher (Boice-Pardee &

Shirvanian, 2004).

Additionally, Heirdsfield, Walker, Walsh and Wilss (2008), within their qualitative study

of the peer mentors partnered with first-year teacher education students, discovered key findings

pertaining to mentor preparation, personal approaches to mentoring, and the benefits and
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frustrations of [the] mentoring [experience] (p. 119). The results of the study showed that the

training workshop in which the mentors participated was not only beneficial in learning how to

mentor, but it led to a greater self-awareness of their own study skills and academic processes

(Heirdsfield et al., 2008). This training also helped mentors reflect on their own campus

experiences which influenced their personal growth and their future professional practices as

well (Heirdsfield et al., 2008).

Peer Instructors also applied various approaches to mentoring (Heirdsfield, Walker,

Walsh and Wilss, 2008). The mentors utilized a multi-dimensional approach to mentoring by

supporting academic as well as social and orientation activities for mentees (Heirdsfield et al.,

2008, p. 119). According to Fowler, and Drew et al. (as cited in Heirdsfield et al., 2008), this

type of approach improves confidence and self-esteem in students (p. 119). In addition, the study

expounded on the benefits and frustrations of the mentoring experience. Many activities

fostering academic as well as social support were implemented and found to be mutually

beneficial for both the mentors and their mentees (Heirdsfield et al., 2008). Although the

mentoring program brought about many positive results, the mentors also experienced

frustrations. They were troubled with difficulties contacting their mentees and feeling a lack of

engagement with some of them (Heirdsfield et al., 2008).

How the Utilization of Mentoring Programs Aids in First-Year Student Retention

Prior to Campbell and Campbells (2016) study, there were few studies showing

extensive evidence that offering first-year student mentoring programs strongly improved

graduation and retention rates. In these study, two groups of students, controlled for

demographics in gender and race, were compared in a study to evaluate the effects of mentoring
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on student success. One group of students received mentoring while the control group, which

were students found to be of similar academic ability and social identities, received no peer

mentoring. The mentoring program offered a variety of services including one-on-one meetings,

direct contact with the assigned mentor, and various co-curricular activities (Campbell &

Campbell, 2016, p. 732).The study conducted by Toni and David Campbell (2016) was in

specific regard to mentoring programs in higher education. There were previously little to no

studies done to show extensive evidence that offering first year students mentoring programs

strongly improved graduation and retention rates. This survey served several purposes, but in

regard to this project it specifically showed that these rates are higher (Campbell & Campbell,

2016, p. 729).

Campbell and Campbell found that the dropout rate of students within the mentorship

program was half what it was for the control rate14.5% vs 26.3% (Campbell & Campbell,

2016, p. 734). Graduation rates were not made immediately available as only 6% of the

participants meet the criteria to graduate at the time the study was published. It is worth noting

that there may be other factors in play, including the likelihood that students who choose to

participate in a mentorship program are generally more motivated than their counterparts

(Campbell & Campbell, 2016, p. 739).

In addition, the survey conducted by Baier, Markman and Pernice-Duca (2016) is

essential to consider as it was intended to determine which factors, if any, would affect a

students intent to persist in college. They looked at self-efficacy beliefs, mentorship perceptions,

prior academic achievement and participation in learning communities among other aspects of

their identity and compared it to their intentions toward completing a four-year degree. (Baier,

Markman & Pernice-Duca, 2016).

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Participants in this study were labeled as First Time in Any College Students (FTIACS).

They came from a school in the Midwest consisting of a large commuter population. The

students were recruited from their fall orientation session. The study found that self-efficacy

and perceptions of mentorships were most important for FTIACS intentions to persist past their

first semester in college" (Baier, Markman & Pernice-Duca, 2016, p. 618). Limitations included

a relatively small sample size and the short amount of time they had to conduct the survey

(Baier, Markman & Pernice-Duca, 2016, p. 618).

Schreiner's (2009) study on student satisfaction and retention including 65 four-year

institutions is also important to examine. In this study, 27, 816 students completed an online

survey revealing information on how campus climate influences first year students' satisfaction

and retention. The findings confirmed the importance of campus climate, in fact students marked

it as the most important factor (Schreiner, 2009, p. 4). Retention among first-year students is

more likely to occur when students feel a sense of community (Schreiner, 2009, p. 7). Students

want to feel they belong and are welcomed on campus. This is a strong argument for first-year

seminars and mentorship programs as they provide the opportunity, when administered correctly,

for students to build connection with faculty and other like-minded students.

In Salinitri's (2005) study, participants were selected to enroll in a mentorship program

based on their college admission averages. Participants were selected as those with relatively

poor academic performance in high school. These students were compared against three control

groups of similar academic performance who would not be enrolled in a mentorship program.

Salinitri discovered a dramatic difference within the academic success of students who

participated in mentorship programs. Compared to their peers of a similar proficiency level, the

results showed that there was a significantly higher amount of indicators of success amongst
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those in the mentorship program. The most significant difference in results indicated that

students enrolled in the mentorship program failed classes at a much lower rate than those within

any of the control groups (Salinitri, 2005).

Rationale

As we establish the relevance and importance of mentoring in the first-year experience,

we find several theories support the relevance and influence of mentoring in the first-year

experience. Astin's involvement theory (as cited in Upcraft et al., 1989) states that "students learn

by becoming involved. . . . Student involvement refers to the amount of physical and

psychological energy that the student devotes to the academic experience" (p. 51). According to

the theory, being able to interact with staff and faculty on campus is an important factor in

student retention (Upcraft et al., 1989). Getting involved in a mentorship program is one way

that a student may get involved, which can also lead to other outcomes such as connecting first-

year students to faculty and staff on campus. Mentorship programs offer a low pressure

environment where they can gain support as they navigate through their first year. Mentorship

programs involve first-year students "in their own education" (p. 121) in ways that align directly

with this theory.

Bandura's social learning theory (as cited in Lahman, 1999) predicts that "individuals

learn by observing and modeling others"(p. 2). This theory is evident in our findings whereas

many peer educators felt that they have been able to use their experience and knowledge as a role

model for first-year students in the course. This theory is one of the most common theories cited

in trying to understand mentoring's role in student development. Despite an abundant supply of

evidence that supports positive outcomes associated with informal mentoring relationships, our

research focuses on the formal mentoring programs of first-year college student. Formal
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mentoring programs give way for recording and documenting how effective or non-effective a

university mentoring course will be.

Methodology

Due to certain limitations such as time constraints and limited access to university data,

an in-depth quantitative study not fully possible. We decided to gain insight straight from the

peer educators due to their heavy involvement and experience with the program to show specific

feelings and experiences from the classroom and how they have seen this impact retention. We

conducted interviews that we then used to produce a short promotional video on the experiences

of Peer Mentors within the UNIV experience. Using a qualitative approach, eight peer educators

were interviewed to ascertain their opinions on their overall experiences of working with first-

year students at Northern Illinois University and how they believe their role may influence

student retention. The peer educators were individually interviewed and their responses were

filmed for our video and then transcribed verbatim. The responses were coded for common

themes. The questions posed to the peer educators were: (a) How did UNIV impact your first-

year experience? If you did not take UNIV your first-year is there anything you wish you had

gotten out of your first-year? (b) First-year students are often searching for a sense of belonging

in their first year, how do you contribute to their search through your role as a P.E? (c) What is

one memorable interaction that you've had with the students in your class? and (d) How do you

think your work as a Peer Educator aids in the retention of first-year students?

Findings

Our analysis of the peer educators' interview responses generated three main themes.

Although the themes are examined separately, they are all interconnected and reflect the
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participants' perceptions of their roles as peer educators and how these roles affect first-year

student retention.

Theme #1: The Peer Educator as a Resource and Educator

Theme one highlights the peer educators' perceptions of their roles as a resource and

educator within the first-year seminar environment. These peer educators described their

participation as being one who answers questions, provides information on campus events and

resources, and contributes to the students' academic success. For example:

We are answering their questions and we are helping them out. But they are actually
gaining knowledge and they are using that to address the issues they have here as a
student.
I need to keep an open mind on everything ...Dont stick to the opinion you have but keep
an open mind and maybe you can build that off what the student has and that's great.
So what I tell my class when I do my daily announcements is to join one organization and
if they do one that might spiral and they might network and make connections for the
future.
I help students find their sense of belonging by teaching them about different resources
on campus and making sure they get involved their first year because getting involved is
an important part of college life.

This theme was also evident in the ways in which they viewed their roles affecting first-year

student retention. For example:

We help aid the retention by offering a bunch of events that help the students get exposed
to organizations and resources and events at NIU, then the more likely that they are
going to build an attachment to NIU and a true love for the campus.
Because one of the big reasons they don't come back next year is because of financial
reasons so we help them find resource and help them feel comfortable in knowing that
they are supposed to be there.
I feel like we have a huge role in when it comes to retaining our students. Not only are we
their first friend when they come to campus, but we also assist them with coursework,
resources, all those things that I struggled with when I transferred here.
Theme #2: The Peer Educator as a Role Model and Mentor

The second theme that peer educators seem to view themselves as a role model and

mentor to the students. For many, this has been their first experience in these roles and they are
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able to see how they have impacted students in this capacity. Several participants spoke to the

amount of questions they receive from UNIV students and the advice they offer. Some students

were even inspired by their peer educator to get involved in similar opportunities. For example:

I think I serve as an example of what they can be. I strive to be as successful and positive
as I can so that I can serve as a role model for students. Hopefully, first-years students
see me, another student, as a relatable person and as someone they can talk to.
Not only are we their first friend when they come to campus, but we also assist them with
coursework, resourcesall those things that I struggle with when I transferred here.

Peer educators believed they were able to relate with students on a deeper level than staff

and faculty, as many of them were either going through similar experiences or had recently

undergone their first-year transition. The CHANCE program is a service offered at NIU for

students who had a pre-college experience that did not adequately prepare them for the university

experience. The UNIV experience is a strong asset to assist such students in their transition

experience. One peer educator spoke on the experience being a mentor for students in this

category:

I actually had CHANCE students this year and CHANCE is really big on retention. . . .its
really helpful because the students have their advisor as their educator but then they also
have a PE like me. . . .we help them with [financial aid] because one of the big reasons
they don't come back next year is because of financial resources.
For many students, this mentorship and having someone to look up to seems to be a

highly positive experience for UNIV students. For those who do not otherwise have situations

where they have someone to guide them through the experience, peer educators provide a safe

and knowledgeable resource as someone who has gone through similar situations. Providing that

mentorship, even for a small group of students who may otherwise not know where to go when

they find themselves in challenging situations, has and likely will continue serving as an aid in

retention for first-year students.

Theme #3: The Peer Educator as a Companion

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The final theme highlights the peer educators' role as a companion. Through this role they

are able to build trusted connections with students in and out of the classroom. Participants

frequently described their willingness to share about campus events and organizations to help

build connections to campus. Additionally, peer educators explored non-traditional methods to

connect and communicate with students through various media platforms. Peer educators also

serve as a companion through the use of in-class activities to promote an active community such

as ice breakers and class discussions. For example:

I tell them about all the events that are going on around campus like football games, or
like seminars...I try to get a group of them together or offer myself to go with them to
events.
I am still going to be there for them. I am still going to have the Groupme, they will still
have my number like they can always get in touch with me even after the class ends.
My class actually had a discussion on some of the chapters (from Just Mercy) and I just
remember that they really opened up [about judgments] towards each other. They were
able to understand that you can have different mindsets on different topics and [still
accept] other students
Recommendations

Although our data is limited to the responses of a small sample of peer educators, our

findings revealed that these peer educators are assuming the four key roles discussed by Latino

and Ashcraft (2012). As aforementioned, the retention research by Astin (1999), Ishler and

Upcraft (2005), and Tinto (1993) (as cited in Latino & Ashcraft, 2012), states that assisting

students with campus involvement, with their acclimation to campus resources, and with the

facilitation of relationships with peers and faculty is crucial in keeping the students on target for

graduation. Therefore, the peer educators roles as companion, connector, coach, and champion

are vital (Latino & Ashcraft, 2012).

As such, we see the value of integrating a mentorship program, such as peer educators,

into the first-year seminar, and believe that it aids in the likelihood of first-year student retention.
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Therefore, we recommend that a thorough and ongoing training process for the peer educators be

developed and implemented in order to best equip them to fulfill their roles as companion,

connector, coach, and champion (Latino & Ashcraft, 2012). We believe that this training process

should have a direct correlation to the training provided to the first-year seminar instructors so

that they may fully utilize the peer educators unique skills and perspectives in the classroom.

We will begin with our recommendations for developing an effective peer educator training

program and then conclude with our recommendations for the development of the peer educator-

instructor team.

Developing an Effective Peer Educator Training Program

Before the development of a peer educator training program can begin, the goals and

learning outcomes of an institutions first-year seminar program and its peer educator program

must be established (Latino & Ashcraft, 2012). By doing so, the peer educator training program

can be designed to more effectively focus on the needs of the first-year students and on the

leadership development of the peer educators themselves (Latino & Ashcraft, 2012). Once these

goals and learning outcomes are established, it is important to begin the development of a peer

educator training program by identifying the learning objectives of the session (Latino &

Ashcraft, 2012). According to Latino and Ashcraft (2012), "identifying and communicating

learning outcomes for training activities benefits the participants because they will have a clear

idea of the purpose and goals for the session" (p. 50). These learning outcomes should be

observable and measurable, written clearly, and should be identified, developed, and

communicated for each facet of the training program (Latino & Ashcraft, 2012).

The next step is to develop a framework for the training program. Latino and Ashcraft

(2012) suggest an approach that mirrors the first-year seminar classroom experience (p. 52).
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With that in mind, it is important to provide opportunities for developing a sense of community

amongst the training program participants (Latino &Ashcraft, 2012). Using trust building

exercises initially, and throughout the training, will continually foster a strong community

(Latino & Ashcraft, 2012). In addition, it is important to assess the needs of the participants and

their specific characteristics as learners (Latino &Ashcraft, 2012). This can be done by assessing

their goals and asking them to share their expectations of the program (Latino &Ashcraft, 2012).

Collecting this information allows the program facilitators to align these goals and expectations

with the programs learning outcomes, and allows them to incorporate any training content that

was not already included (Latino &Ashcraft, 2012).

Asking the training participants to brainstorm ideas regarding campus resources and how

they see themselves applying these ideas within the first-year seminar classroom is another

essential framework activity (Latino &Ashcraft, 2012). This allows the participants to be actively

engaged in the training process and to build their classroom repertoire (Latino &Ashcraft, 2012).

Finally, the training program's framework must include the incorporation of reflection and

evaluation exercises on an ongoing basis. By doing so, the participants will be able to better

understand the importance of the content presented and how it can apply to their roles in the

classroom (Latino &Ashcraft, 2012).

After establishing the learning outcomes and a framework for the peer educator training

program, it is necessary to develop the content and the ways in which that content will be

facilitated (Latino &Ashcraft, 2012). Latino and Ashcraft (2012) acknowledge the fact that the

content of training programs will vary due to the wide range of programs offered, and therefore,

it is important to keep in mind that the following recommendations are more general in nature.

Program facilitators and administrators should consider what would fit best in their programs,
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and then design and alter their content accordingly (Latino &Ashcraft, 2012). First of all, the

roles and responsibilities of the peer educators must be presented and discussed (Latino

&Ashcraft, 2012). The goals of the program and its success thus far should also be highlighted as

this "can build loyalty and commitment among new peer [educators]" (Latino &Ashcraft, 2012).

Limitations

There are four key limitations to this study to consider: time constraints, the participants

levels of comfortability, their level of interest in contributing to our study, and the extent to

which they are being utilized in the classroom. First, due to time constraints, a relatively small

sample size of peer educators was utilized. It is important to note that our original sample size of

ten peer educators dwindled down to eight, due to the scheduling conflicts that often arise

because of time restrictions. Additionally, we were unable to gather quantitative data to support

the participants interview responses regarding the success of students in the first-year seminar

program or their rates of retention within the university. The participants levels of

comfortability are also important to examine. We believe that appearing on camera during the

interviewing procedure may have influenced their levels of comfortability. Some of the

participants were observed to be nervous or anxious throughout the video recording process. We

attempted to circumvent this issue by requesting that the participants submit written responses to

our questions but, since we had few who complied, we had to abandon this option.

Along with the aforementioned limitations, it is equally essential to explore the

participants level of interest in contributing to our study, and the extent to which they are being

utilized in the classroom. Initially, the peer educators were provided with an informal

explanation of the purpose of our research with the intent of soliciting potential participants.
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Some of the peer educators who expressed interest in participating in this study felt as if they

would have little to contribute due to their lack of participation within their first-year seminar

course. These individuals stated that their instructors were not fully utilizing them in the

classroom and therefore, their experiences with the students were limited. If all the peer

educators were being fully utilized within the first-year seminar course and its curriculum, then

we believe we would have had a plethora of participants willing to impart a wealth of

experiences applicable to our study.

Conclusions

While there is much more research to be done on this program, we find it valuable to gain

a deeper perspective on the effectiveness on our UNIV and Peer Mentoring services at NIU. We

clearly see the lasting positive effects of similar programs at institutions, and hope to see

improvement using this research. We hope that the findings of our study, including our video,

may be used within our institution, and may serve as a resource to others who are looking to

enhance programs of their own variation.

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