AC 2011-1132: RESIDENTIAL PEER MENTORING BENEFITS MENTEES: WHAT ABOUT MENTORS?

With support from the National Science Foundation (NSF Grant No. DUE 0622483), the College of Engineering (COE) at Southern Illinois University Carbondale (SIUC) has implemented a series of academic and non-academic programs targeting first-and second-year retention rates. Historically the first two years have had the lowest retention rates in the COE. These programs include: (1) an innovative Introduction to Engineering (ENGR 101) course; (2) engineering student designated (ESD) sections for core university and math courses; (3) a six-week Summer Bridge Program for at-risk students; (4) new developmental mathematics courses for underprepared students (ENGR 111A and ENGR 111B); (5) an Engineering Residential College that forms the foundation of a new living-learning community; (6) a multi-tiered student mentoring program that includes faculty mentoring and practicing-engineer (industry) mentoring; (7) peer tutoring; and (8) residential peer mentoring. Although previous research has shown that mentees benefit from mentoring programs, there is a paucity of research on the effect of mentoring on mentors. This paper focuses specifically on connecting the impact of the Residential Peer Mentoring Program to peer mentors. The COE established several guidelines for the Residential Peer Mentoring Program to help ensure its effective implementation. Peer mentors are expected to live in the residence halls with the students they mentor. Peer mentors are selected from students who have at least one more year in the COE than the students they are supposed to mentor and have demonstrated positive academic performance and leadership potential. Peer mentor duties include: (1) establishing a relationship with new students; (2) encouraging students to attend programs sponsored by the Hall Council or Resident Assistant; (3) taking students to outside activities, such as football games, movies at the Student Center, or any university sponsored program; (4) helping students with studies and leading students at study tables; (5) attending one class per week with new students; (6) taking students who need advice or counseling to the Counseling Center, Wellness Center, etc.; (7) encouraging students to join a Registered Student Organization; (8) continually checking in on students and asking if they are attending class; and (9) supporting the overall mission of University Housing, the College of Engineering, and the university. In addition to the impact on the target group of students during its first three years of implementation, the Residential Peer Mentoring Program has yielded unintended positive outcomes for residential peer mentors themselves. This paper examines the effects of the Residential Peer Mentoring Program on peer mentors using objective outcome data and student opinion data with an emphasis on addressing the influence of peer mentor duties on peer mentors. Data was collected during the first three academic years during which the Residential Peer Mentoring Program has been operating. Objective outcome data include student retention and GPAs. Student opinion data were elicited through focus groups, survey research and via weekly peer mentor reports.