Critical Learning Incidents in the
Growth and Development of Peer Mentors
Critical Learning Incidents in the
Growth and Development of Peer Mentors
Emily Rawlins
Stefinee Pinnegar
[email protected]
Brice Peterson
[email protected]
Sharon Bigelow
Brice Peterson
Sharon Bigelow
[email protected]
[email protected]
[email protected]
[email protected]

[email protected]
Purpose
Purpose

Stefinee Pinnegar
Emily Rawlins
[email protected]
“What do peer mentors’ self-identified critical mentoring incidents
reveal about the process of mentor growth?”
“What do peer mentors’ self-identified critical mentoring incidents
reveal about the process of mentor growth?”
Method
Method
Eleven experienced peer mentors identified critical learning incidents in a semistructured interview.
Interviews were coded for themes and critical elements.
Opportunities to Lead
Triggers of Growth


Eleven experienced peer mentors identified critical learning incidents in a semistructured interview.
Interviews were coded for themes and critical elements.
Opportunities to Lead
Triggers of Growth
Conducting workshops and classes, developing mentor training, student leadership positions, research
 Critical Elements:
 Sought out mentor
 Reflected
 Interacted with mentees
 Engaged in readings
Conducting workshops and classes, developing mentor training, student leadership positions, research
 Critical Elements:
 Sought out mentor
 Reflected
 Interacted with mentees
 Engaged in readings
Interactions as a Mentee
Interactions as a Mentee
Mentored by faculty, staff, student leaders, and fellow mentors
 Critical Elements:
 Established relationships with other mentors
 Established relationships with staff
Mentored by faculty, staff, student leaders, and fellow mentors
 Critical Elements:
 Established relationships with other mentors
 Established relationships with staff
Interactions as a Mentor
Interactions as a Mentor
Interaction with students and working with mentors as a student leader
 Critical Elements:
 Sought out mentor
 Reflected
 Built relationships with mentees
 Understood mentor role
Interaction with students and working with mentors as a student leader
 Critical Elements:
 Sought out mentor
 Reflected
 Built relationships with mentees
 Understood mentor role
Program Structure
Program Structure
Trainings, readings, office work, and job frustrations
 Critical Elements:
 Attended regular meetings with staff
 Reflected
Trainings, readings, office work, and job frustrations
 Critical Elements:
 Attended regular meetings with staff
 Reflected
Reflection
Reflection
Self-introspection, whether program or individually initiated
 Critical Elements:
 Interacted with mentees
 Reflected (self-initiated)
Self-introspection, whether program or individually initiated
 Critical Elements:
 Interacted with mentees
 Reflected (self-initiated)