Vertical Peer Mentoring and Advising: A Structure for Student Involvement in Multi-Level Advising

Authors

  • Alexandra Kurepa North Carolina A&T State University

DOI:

https://doi.org/10.26209/mj1461303

Keywords:

advising, involvement, mentoring, multi-level, peer, student

Abstract

This case study describes a recently instituted learning community at North Carolina A&T State University supported by a National Science Foundation grant that has developed varied methods of mentoring and advising. This new multi-level structure and associated procedures improved mentoring and advising satisfaction among students and faculty and improved student achievement. In addition to faculty learning-community leader assistance in mentoring and advising, the students are also actively involved in the process. Their participation helps to build a stronger sense of belonging within the discipline, which in turn provides faculty with more dedicated and informed partners in the advising and mentoring process.

Author Biography

Alexandra Kurepa, North Carolina A&T State University

Alexandra Kurepa, Ph.D., is a professor of mathematics and director of the graduate program in applied mathematics at North Carolina A&T State University in Greensboro, North Carolina. She can be reached at kurepa@ncat.edu.

References

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Heisserer, D., & Parette, P. (2002). Advising at-risk students in college and university settings. College Student Journal, 36(1), 69­–83.

Kotowski, N. J., & Laird, C. (2010). Advising students in majors requiring significant out-of-class time commitment. The Mentor: An Academic Advising Journal, 11(3). Retrieved from http://www.psu.edu/dus/mentor.

McFarlane, B. (2009). Advising & student persistence: The pressure rises …. Academic Advising Today, 32(1). Retrieved from http://www.nacada.ksu.edu/AAT/index.htm.

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Issue

Vol. 14 (2012): The Mentor: An Academic Advising Journal

Section

Articles

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