Author(s):
While research on mentoring has been extensive, research on tiered peer-mentoring is limited, particularly in regional comprehensive institutions where most of the students are underrepresented in STEM, such as our institution. Here we describe, evaluate and report the results of our conceptual model ‘Flight School’; a model that utilizes a tiered peer-mentor structure that allows students and mentors to engage directly with their learning experience, provide feedback, and make real-time adjustments to their learning process. Flight School places sophomores and juniors back into gateway courses as peer-mentors. The tiered structure includes a pilot (faculty), one co-pilot (peer-mentor), and three navigators (peer-mentors). Peer-mentors and faculty are trained on community building, communication, the psychology of learning, active learning, and lesson planning. During the semester, faculty and peer-mentor feedback is used to accomplish real-time adjustments in the classroom. Effectiveness of flight school is evaluated using biology inventories, Science Motivation Questionnaire, and DFW rates. Results from Flight School in Anatomy and Physiology and Introductory Biology courses over three semesters showed that students significantly increased learning gains, self-efficacy, engagement, and are retained at higher rates. Anecdotal evidence indicates that peer mentors increased their content knowledge, leadership skills and sense of belonging; students have a more enjoyable class as well as faculty whom reported a more satisfying experience facilitating learning. This model is highly dependent on the interactions between faculty and mentor and the commitment of the faculty member to implement the model.
Coauthors
Flor Brietman, Auburn University at Montgomery, Montgomery, Al; Matt Grilliot, Auburn University at Montgomery, Montgomery, Al; Tara Beziat, Auburn University at Montgomery, Montgomery, Al
