This study was conducted within the Honors Program at the University of Iowa, which is the flagship public research university of the State of Iowa. Its Carnegie classification is Doctoral University with Highest Research Activity (R1), and it is a member of the Association of American Universities. Its current student population is about 21,600 undergraduates and about 9,600 graduate and professional students.
This study was conducted within the Honors Program at the University of Iowa, which is the flagship public research university of the State of Iowa. Its Carnegie classification is Doctoral University with Highest Research Activity (R1), and it is a member of the Association of American Universities. Its current student population is about 21,600 undergraduates and about 9,600 graduate and professional students.
Beyond using the rate of completion of the required 12 units of honors coursework within four semesters as a measure of the effectiveness of peer mentoring, we also surveyed students who had some type of peer mentoring experience as described above. To assess the effects of peer mentoring, we used nine Likert-scaled questions. (These questions are shown in Table 3.) We also asked two open-ended questions that required a written response: one question on how peer mentoring contributed to the mentee’s honors experience and another on ways to improve peer mentoring
