In 2005, University of Calgary professor of communications Tania Smith began a program designed to enhance classroom learning. This initiative was the peer mentoring program.
Smith said the idea for the program came easily.
“Peer mentoring itself is natural and the formal structure boosts it — you’re learning at the same time as you’re practicing.”
In the peer mentoring program, students are partners in both teaching and instructing. Because Smith saw that the enthusiastic students in the class made it more enjoyable, she thought, “why not bring them back?”
Peer mentoring initially began as an independent study course, which then became General Studies 507 in 2008, an interdisciplinary senior-level credit course that focuses on education, peer support, instruction and ethical support.
“It’s a way for students to have an active role in improving the heart of education,” said Smith.
In 2008, the Curricular Peer Mentoring Network was formed with help from the su’s Quality Money program. Since 2005, 209 students have been peer mentors and there have been 57 host instructors in 40 different courses.
Peer mentors assist learning in a course they previously took and did well in. At the same time, they are enrolled in General Studies 507.
Peer mentoring network director Lisa Stowe is the instructor for General Studies 507.
“[The course] deals with higher education and learning theory. So when students go to mentor, they have a framework,” said Stowe.
The course is designed to encourage students to support each other and critically reflect on their experiences as peer mentors. For effective peer mentors who wish to return, there is the option of continuing on to the research-intensive General Studies 509, where students can further assist new peer mentors, as well as conduct and present a research project on either peer mentoring or learning and education in their subject area.
Patti DesJardine, an instructor in the Community Rehabilitation and Disability Studies program, has hosted three peer mentors per year for two years. Students in the crds are required to do a practicum in their final year, and peer mentoring offers a unique option for students.
DesJardine sees peer mentoring as a way for students to explore the opportunities in their degree.
“It gives students structure in how they learn to interact with students, to engage with students and to supervise students,” said DesJardine, who admits there was a learning curve when she became a host. “You ask, ‘what role do we ask the students to play?’ and they start to define their own roles in the course.”
Fourth-year crds student Caitlin Pells said the peer mentoring program was a beneficial experience, and unlike other programs, the peer mentor role in the crds program overlaps with the role of a teacher’s assistant.
“It gave me a bit of an upper hand going into grad school,” said Pells of the grading and teaching experience. “[The peer mentoring program] is so worthwhile. My favourite part is being there for the students and helping to develop their knowledge of concepts — you get so much out of it.”
Communications professor and host instructor for the program Dawn Johnston has had similar positive experiences. She admits determining the peer mentor’s role is “a challenge at first,” but feels the peer mentor has a different perspective from the instructor that is helpful when it comes to assisting current students in the course.
She said that having a peer mentor in the class was “a really neat experience,” with the peer mentor implementing large question sessions for the students and even holding a potluck featuring foods studied in the course. Johnston teaches a course in food culture in the department of communication studies.
While the peer mentoring network currently exists predominantly in the faculties of arts and nursing, the program will extend to other university faculties.