Abstract
The profile of the postsecondary student is changing. Support services must be willing to change and adapt in order to better serve students. One possible method for meeting students’ diverse needs is through peer mentoring. The following article is a peer mentoring program administered through a federal grant program for disadvantaged students as defined by the Department of Education’s TRiO programs. The participants and peer mentors are students at a Master’s College and University I institution as listed by the Carnegie Foundation. The results listed are from the 2003-2004 academic year, with findings of the majority of students responding to intrusive mentoring techniques as demonstrated by three two way communications between student and mentor during a semester, and results evidenced by successful persistence, good academic standing, and eventual graduation.
Recommended Citation
Shea Correll, Monica
(2005)
"Peer Mentoring: An Intrusive Approach,"
Essays in Education: Vol. 14:
Iss.
1, Article 6.
Available at:
https://openriver.winona.edu/eie/vol14/iss1/6
Unique Identifier
WSUEIE2005SUcorrell
