Abstract
This study describes the peer mentoring experience from doctoral student mentors’ point of view. Twelve science and engineering doctoral students participated in this phenomenology study. The findings suggest doctoral peer mentors served instrumental, psychosocial, buffering, and liaison roles; they passed on their social, professional, and academic knowledge to their mentees and tried to assist them in adapting to the culture of the lab and academia. The study identified a variety of factors that influenced their attitudes and behaviors as peer mentors and concluded this system would be beneficial to the learning and development of both individual students and lab teams. The aims of this study were threefold: first, to identify the importance and necessity of peer mentoring systems as part of the experience of working in labs in graduate school; second, to ascertain which interactions and factors in the peer mentoring relationship benefitted both peer mentors and peer mentees; and third, to explore what might constitute best practices in the peer mentoring relationship.
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Lin, Yn., Hsu, A.Yp. Peer mentoring among doctoral students of science and engineering in Taiwan. Asia Pacific Educ. Rev. 13, 563–572 (2012). https://doi.org/10.1007/s12564-012-9219-8
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DOI: https://doi.org/10.1007/s12564-012-9219-8