Abstract
Near-Peer Mentoring (NPM) is an innovative form of Peer-assisted Learning that has been gaining traction in educational settings. Traditionally, NPM is characterized by a more experienced student (typically a year or more advanced) offering guidance and support to newer, less experienced students, with the aim of helping them navigate the complexities of their educational journey. This concept, however, has evolved to encompass a more inclusive and interdisciplinary approach, wherein students from different fields share their expertise, enhancing the learning experience for all involved. Research has shown that near-peer groups can significantly ease the stress associated with transitioning into higher education environments. Additionally, they play a crucial role in fostering cognitive and psychomotor development in students. The benefits of peer mentoring extend beyond academic development, contributing to a stronger sense of belonging to the educational institution, increasing student success and retention rates, and enhancing science identity and self-efficacy. In a practical application of this concept, a NPM program was implemented in an Interior Design undergraduate program at a southwestern university. The program was designed with several objectives improving student retention, reducing the workload of studio instructors, creating learning opportunities through near-peer interactions (such as workshops and brown bag sessions), and fostering a sense of belonging within the department. The outcomes of this initiative were encouraging, indicating that near-peer mentorship positively influenced students’ academic motivation, sense of belonging, and confidence in their abilities, skills, and knowledge pertaining to the college environment.
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Tilanka Chandrasekera conceived of the presented idea, developed the theory and performed the computations and supervised the findings of this work. Aditya Jayadas and Lynn Boorady performed extensive work in designing the study, and data collection, which were pivotal to the project’s success. Zahrasadat Hosseini worked in developing the manuscript according to the journal guidelines, collected data, and helped in the analysis of the data. All authors discussed the results and contributed to the final manuscript.
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Chandrasekera, T., Hosseini, Z., Jayadas, A. et al. PeTe (Peer Teaching) Mentors: How Near Peer Mentoring (NPM) Affects Academic Success and Retention in Design Education. Innov High Educ (2024). https://doi.org/10.1007/s10755-024-09709-5
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DOI: https://doi.org/10.1007/s10755-024-09709-5