Date of Award
Spring 2019
Document Type
Thesis Restricted
Degree Name
Master of Science (MS)
Department
Higher Education Policy and Student Affairs
Committee Chairperson
Jason Wozniak, Ph.D.
Committee Member
Dana Morrison, Ph.D.
Committee Member
Jacqueline S. Hodes, Ed.D.
Committee Member
John Elmore, Ph.D.
Abstract
Transitioning into higher education is a stressful time for students as they gain independence while combating social isolation, increased decision making, and challenging academic pursuits. Today’s college students arrive with a wide variety of socio-cultural backgrounds and developmental levels, so there is a greater need for transparency of college costs, programming opportunities, and academic support, especially among low income and first-generation students. First Year Experience Courses help students begin to see themselves as part of the institution, aiming to impact student persistence and graduation rates. This research implements a peer mentoring program within these safe spaces, where mentors support students’ cognitive and attitudinal changes by facilitating access to greater foundational knowledge of university resources and academic self-efficacy. Through this relationship, mentors also benefit from engagement with a university department and the development of leadership capabilities.
Recommended Citation
Passera, Emily, "Transformative Education: Peer Mentorship in First Year Experience Courses" (2019). West Chester University Master’s Theses. 61.
https://digitalcommons.wcupa.edu/all_theses/61