%0 Journal Article
%T Evaluating the Outcomes of a Peer-Mentoring Program for Students Transitioning to Postsecondary Education
%A Lori Goff
%J Canadian Journal for the Scholarship of Teaching and Learning
%D 2011
%I Society for Teaching and Learning in Higher Education
%X A peer-mentoring program was developed for students in an introductory biology course at a university in Ontario, Canada. Students could attend up to five peer-mentoring sessions during their first semester. Quantitative-survey, participation, and academic data spanning from 2003 through 2007 were reviewed for the purpose of evaluating the program. An objectives-oriented approach was used to determine if the program was meeting its goals to improve students¡¯ introductory biology grades, facilitate transitioning experiences, and encourage students to pursue studies in biology. Data analysis revealed that students who participated in the program felt that it was a valuable experience. Students attending three or more sessions performed significantly better in their introductory biology courses, measured by final grades achieved, than those attending fewer sessions. There were no indications that the peer-mentoring program had any impact on students¡¯ perceptions of transitioning to university or on their program selection preferences. Recommendations are made to improve the peer-mentoring program to better align its components and objectives.Un programme de mentorat par les pairs destin¨¦ aux ¨¦tudiants qui suivent un cours d'introduction ¨¤ la biologie a ¨¦t¨¦ implanter dans un universit¨¦ situ¨¦ dans la province de l¡¯Ontario. Les ¨¦tudiants avaient acc¨¨s ¨¤ cinq s¨¦ances de mentorat par les pairs au cours du premier semestre. Afin d¡¯¨¦valuer le programme, les chercheurs ont effectu¨¦ des sondages quantitatifs, examin¨¦ la participation et les notes des ¨¦tudiants entre 2003 et 2007. Ils ont utilis¨¦ une m¨¦thode ax¨¦e sur les objectifs afin de d¨¦terminer si le programme atteignait ses objectifs qui consistaient ¨¤ am¨¦liorer les notes des ¨¦tudiants au cours d¡¯introduction ¨¤ la biologie, ¨¤ faciliter leur transition et ¨¤ les encourager ¨¤ poursuivre des ¨¦tudes en biologie. L'analyse des donn¨¦es r¨¦v¨¨le que les ¨¦tudiants qui ont particip¨¦ au programme de mentorat, l¡¯ont trouv¨¦ utile. Les notes des ¨¦tudiants qui ont particip¨¦ ¨¤ trois ou quatre s¨¦ances ¨¦taient consid¨¦rablement plus ¨¦lev¨¦es que celles de ceux qui ont assist¨¦ ¨¤ moins de s¨¦ances. Rien n¡¯indique que le programme de mentorat par les pairs influe sur la perception des ¨¦tudiants en ce qui a trait ¨¤ la transition vers l¡¯universit¨¦ ni sur leurs pr¨¦f¨¦rences en mati¨¨re de choix de programmes. Les chercheurs recommandent d¡¯am¨¦liorer le programme de mentorat afin de mieux harmoniser ses composantes et ses objectifs.
%K post-secondary education
%K university
%K transition
%K peer-mentoring
%K evaluation
%U http://ir.lib.uwo.ca/cjsotl_rcacea/vol2/iss2/2