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Thursday, June 23 • 13:45 - 14:45
PK07.13e - Exploring the Impact and Perception of a Novel Mentorship Course on Mentors one year post-completion

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Peer mentoring in post-secondary education has become a key area of interest in enhancing student life through empowerment. Mentorship addresses the increasing difficulties that students face, and in turn, both mentors and mentees report gaining valuable skills and experiences through this interaction (Budge 2006). In a peer mentoring relationship, mentors can offer peer support, help foster academic networks, and create a sense of community for their mentees. In return, mentors should also expect to benefit through self-reflection and deeper learning, leading to a sense of personal growth (Colvin & Ashman, 2010). While previous studies provide important insight into the types of immediate benefits that may result from mentoring others, there is lack of research that examines the short and long term impacts the relationship has on mentors in their own development (Eby et al., 2006).

In this session, we will provide a series of images that represent a peer-mentoring program at McMaster University. The session will address themes including but not limited to student reflection on self-motivation, interactive student engagement through leadership, and support of curriculum innovation through mentorship. The pecha-kucha presentation will visually demonstrate the results from a qualitative exploratory study recently conducted to explore the reflections and perceived benefits that peer mentors identified one year after participating in a peer-mentoring program. More specifically, results will be focused on peer-mentor’s perceptions of their further developed skills, pursuit of other mentorship opportunities and future career choices. The findings will provide deeper understanding to the postulate that mentoring may not have immediate impacts but may take some time for the benefits to materialize (Ragins & Cotton, 1999). Finally, we will pose thought-provoking questions in support of that will leave conference attendees considering how they might generate similar benefits to students' learning experiences within their own department or faculty.


Budge, S. (2006). Peer mentoring in postsecondary education: implications for research and practice. Journal of College reading and learning, 37(1), 71-85.

Colvin, J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134.

Eby, L. T., Durley, J. R., Evans, S. C., & Ragins, B. R. (2006). The relationship between short-term mentoring benefits and long-term mentor outcomes. Journal of Vocational Behavior, 69(3), 424-444.

Ragins, B. R., & Cotton, J. L. (1999). Mentor functions and outcomes: a comparison of men and women in formal and informal mentoring relationships. Journal of applied psychology, 84(4), 529.


Lori Goff

McMaster University
Lori Goff is the Manager of Program Enhancement at McMaster University. Her research interests in peer mentoring and quality enhancement are fundamentally focused on enhancing students’ learning experiences within the university context

Keeyeon Mark Hwang

Keeyeon Mark Hwang is a student scholar at the McMaster Institute for Innovation & Excellence in Teaching in Learning (MIIETL). He is currently a fourth year student in the Honours Life Science program at McMaster University with a deep interest in educational research and peer m... Read More →
avatar for Kris Knorr

Kris Knorr

RTL Conference Chair, McMaster University
Kris Knorr is a research coordinator at MIIETL

Additional Authors

Zeeshan Haqqee

Zeeshan Haqqee is a student scholar at the McMaster Institute for Innovation & Excellence in Teaching in Learning (MIIETL) where he is studying the impact and perceptions of peer mentorship in academia. He graduated from McMaster University with a Bachelor of Science degree in Biology... Read More →

Thursday June 23, 2016 13:45 - 14:45 EDT
UCC 315 (Council Chambers)