Comprehensive assessment of a peer mentor program for first-year students

College students who engage in first-year programs such as peer mentorship are correlated with higher achievement. Peer mentorship can also have a significant impact on students\u27 feelings of belonging to their campus community. This mixed-methods study will provide a comprehensive assessment of a Class Leader (CL) program. Data will include first-semester outcomes (i.e., first-term GPA; retention) for all students (N ~ 1850) and first-generation students as compared to non-participants, survey responses (n ~ 471) about students\u27 experiences with CLs and perceptions related to the program, and focus group data from students, CLs, and instructors at the end of the semester

Peer Mentoring: Benefits to First-Time College Students and Their Peer Mentors

The experiences of first-year, first-time college students are impacted by a variety of challenges that pose a threat to student success and retention. One intervention universities are implementing to address these challenges are peer mentorship programs. While the benefits to first-time students of peer mentorship programs are well-researched, there is a lack of research on the benefits for mentors themselves. The purpose of this study was to examine the perceived and demonstrable benefits for peer mentors working within a first-year seminar. This mixed-methods study assessed both first-time student achievement outcomes (i.e., first-term GPA and one-year persistence; N = 7,154) as well as the professional and personal development benefits of peer mentors (n = 52). Results showed first-time students who participated in the peer mentor program had significantly higher student achievement and peer mentors themselves had increased academic self-efficacy, improved communication, leadership, and interpersonal presence, and strengthened social and professional networks

Assessing First-Year Seminar Performance with College Engagement, Academic Self-Efficacy, and Student Achievement

Retention is concerning in higher education as enrollment continues to increase, including the number of first-generation students. Research supports that student success can be impacted by academic self-efficacy and college engagement and implementing effective first-year seminars (FYS) may improve these constructs. This study examined the relationship between engagement and academic self-efficacy and FYS performance. The relationship of these constructs to academic outcomes (i.e., first-term GPA and persistence) was also explored. FYS performance was significantly related to both engagement and academic self-efficacy and each of these constructs were then positively related to achievement. Suggestions for improving the learning environment are included

Intersection Between TRIO/SSS Programs and FYS: Effects on First-Generation Students

This mixed-methods study served to better understand how collaboration between a TRIO Student Support Services (SSS) program and a First-Year Seminar (FYS) affects first-generation students’ success during their first year at college. Quantitative analyses assessed differences between non-participants, FYS participants only, and TRIO/FYS participants (N = 2720) in first-term GPA and persistence. Compared to non-participants, TRIO/FYS participants had significantly higher GPAs (2.61 versus 2.33) and persistence (22% difference). This group also had higher persistence (12% difference) compared to the FYS only participants. Focus groups provided students’ voices to share how these programs addressed the challenges faced by first-generation college students

Research priorities in sudden unexpected infant death:An international consensus

Despite the success of safe sleep campaigns and the progress in understanding risk factors, the rate of reduction in the cases of sudden infant death syndrome has now slowed and it remains a leading cause of postneonatal mortality in many developed countries. Strategic action is needed to tackle this problem and it is now vital to identify how the sudden infant death research community may best target its efforts. The Global Action and Prioritization of Sudden Infant Death Project was an international consensus process that aimed to define and direct future research by investigating the priorities of expert and lay members of the sudden unexpected infant death (SUID) community across countries. The aim was to identify which areas of research should be prioritized to reduce the number of SUID deaths globally. Scientific researchers, clinicians, counselors, educators, and SUID parents from 25 countries took part across 2 online surveys to identify potential research priorities. Workshops subsequently took place in the United Kingdom, United States, and Australia to reach consensus and 10 priority areas for research were established. Three main themes among the priorities emerged: (1) a better understanding of mechanisms underlying SUID, (2) ensuring best practice in data collection, management and sharing, and (3) a better understanding of target populations and more effective communication of risk. SUID is a global problem and this project provides the international SUID community with a list of shared research priorities to more effectively work toward explaining and reducing the number of sudden infant deaths

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