This education session details how a peer mentoring program implemented in an online doctoral program has benefitted students at multiple points in their program and led to alumni developing their own mentoring programs. Come learn about the value and the challenges of running an online peer-mentoring program for graduate students.

Topic and relevance of the session:

Doctoral programs have spiked in popularity in the past decade, with the number of doctoral degrees awarded in the United States increasing 2.5% per year between 2012-2022 (McKenzie et al., 2023). Online postbaccalaureate programs also continue to rise in popularity, and researchers predict that both adult learners and online education will play a prominent role in the future of higher education (Chronicle of Higher Education, 2024; National Center for Education Statistics, 2023). Earning a doctorate, writing a dissertation, and participating in a fully online program all present unique challenges that, when done together, compound. Recognizing the importance of online learning in higher education’s future (Chronicle of Higher Education, 2024) and the attrition challenges of both online education and doctoral programs (Studebaker & Curtis, 2021), supporting student success in these spaces is crucial. Scholars have conducted research on what programs need to cultivate to foster student success. Two items consistently arise: creating a strong sense of community and providing quality mentoring (Buss & Wolf, 2021; Hebert et al., 2023; Lehan et al., 2021; Lively et al., 2021; Studebaker & Curtis, 2021). While programs have traditionally looked to faculty for mentoring, online doctoral programs often require faculty advising loads that inhibit their ability to truly mentor (Sowel et al., 2010). Peer mentoring programs can fill the gap and increase community in online graduate programs (Fraenza & Rye, 2021; Geesa et al., 2020; Liu et al., 2022). They can also equip students as mentors and mentoring program leaders for their professional environments.

During this educational session, we will discuss our experiences in leading a peer mentoring program designed to assist adult learners in a fully online EdD program, discuss the lessons learned from facilitating a peer mentorship program, and examine data demonstrating how peer mentorship has contributed to both mentors’ and mentees’ academic and professional growth. This session will begin with an overview of a peer mentoring model, outlining its structure and key components. We will discuss how the peer mentoring program supports student needs during critical moments in the program while also establishing an experiential learning opportunity to develop mentoring competencies and to design mentoring programs.

A high-quality mentorship program offers benefits to both mentors and mentees. Mentorship is a valuable way to offer advice, provide access to resources, validate identity and background, and build a supportive community (American Council of Education, 2023; Flores, 2023; Kim, 2023). Peer mentoring programs can support students in navigating doctoral education and foster a community and belonging for students who may feel isolated or encounter unique challenges (Flores et al., 2023; Kim et al., 2023; Liu et al., 2022). For example, through our research, mentees have shared that their peer mentors helped them navigate the dissertation process, understand the reality of what is expected to succeed in writing a dissertation, improve their research skills, validate the feelings associated with writing a dissertation, provide community and support, and understand the importance of persistence.

Mentors can also experience substantial benefits. Participating in the role of a mentor can improve the sense of community and social support and offer opportunities for learning and growth (Lafleur & White, 2010; Norcross et al., 2020; Wolak et al., 2009). Through our research, mentors reported that engaging in mentoring enhanced their communication skills, helped them develop mentoring competencies, cultivated leadership and facilitation skills, created the opportunity to apply adult learning theory, and improved active listening and the use of reflective questioning. Mentors also have the opportunity to use existing research to design a mentorship program within their organizational context. In our session, we will review findings from our single holistic case study examining the program’s effectiveness in supporting mentees with the development of Chapters 1 & 2 of their dissertations. Additionally, we will provide insights into the benefits that mentors have experienced from participating in the peer mentorship program. We will also explore how some students have created and implemented successful mentorship programs within their own organizations based on their experiences in this program.

Through our experience leading six trimesters of the peer mentorship program, we have learned several lessons. During our presentation, we will share insights into the lessons we have learned from our experiences. These lessons include the importance of leadership, mentor and mentee buy-in, creating effective mentor-mentee pairs, establishing clear expectations for mentors and mentees, designing space for mentorship to occur, and establishing effective program administration. Through interactive activities, attendees will gain valuable knowledge related to facilitating a peer mentorship program as they consider implementing similar mentorship initiatives within their own institutions and organizations.


Objectives of the session:
During this session, participants will:
Examine a peer mentorship model and lessons learned from facilitating a peer mentorship program.
Evaluate the benefits of a peer mentoring program for both mentors and mentees.
Explore how students have created and implemented successful mentorship programswithin their own organizations based on the peer mentoring program.
Imagine a mentorship model in their organizational context and identify the potential benefits and challenges of the mentorship model.

Format and engagement in the session:
This session will be structured as an interactive education session where we provide intentional opportunities to share targeted topics in small groups throughout the presentation. Our 45-minute presentation will be broken down into three topics and two interaction activities, including:
Topic 1: Overview of a peer mentorship model and discuss lessons learned from facilitating a peer mentorship program (15 minutes)
Whole Table Interaction Strategy: Brainstorm (or reimagine) a mentorship model in your institution or organization. What are the potential benefits and challenges you might face in your context? How can you utilize the lessons learned to address potential challenges?
Topic 2: (15 minutes) Evaluate the effectiveness and benefits of a peer mentoring program for both mentors and mentees.
Small Group Interaction Strategy: Data analysis gallery walk.
Small Group Discussion Prompt: Participants will share what stuck out from key findings in the gallery walk.
Topic 3: Share how the program has contributed to the development of mentoring competencies and programs as a means to create positive change in organizations (10 minutes)
Share examples of programs that have been implemented by alumi.
Time for Questions (5 minutes)


References:
American Council of Education. (2023). Mentoring Programs That Broaden Pathways to Graduate Education. American Council on Education. Buss, R.R. & Wolf, L. G. (2021). Building and sustaining community in an online EdD program. Impacting Education, 6(3), 47–53
Chronicle of Higher Education. (2024, March). Higher education 2035: How to understand and prepare for the challenges ahead.
Flores, B., Shenberger-Trujillo, J., & Montes, M. (2023). Mentoring Graduate Underrepresented Minorities in STEM. In D. Law & N. Domingez (Eds.), Making Connections: A Handbook for Effective Formal Mentoring Programs in Academia. (ch. 21), Utah State University Creative Commons.
Fraenza, C., & Rye, T. (2021). Supporting the social integration of online doctoral students through peer mentoring. The Learning Assistance Review, 26(1).
Geesa, R. L., Brown, R. D., & McConnell, K. R. (2020). Mentoring pathways program for first-year education doctor of education students: perspectives of a program redesigned for sustainability. Mentoring & Tutoring: Partnership in Learning, 28(2), 156-175.
Hebert, H. S., Dye, C. K., Lauber, D. E., Roy, D. P., Harden, V., Wrye, B. A., ... & Zhang, H. (2023). Connecting online graduate students to the university community. Journal of Higher Education Theory & Practice, 23(2).
Kim, J. H. (2023). Formal and Informal Mentoring to Broaden the Pathway into Graduate Education. American Council on Education.
Lafleur, A. K., & White, B. J. (2010). Appreciating mentorship: the benefits of being a mentor. Professional Case Management, 15(6), 305–311.

Lehan, T., Hussey, H., & Hotz, T. (2021). Factors associated with online doctoral student persistence: A critical integrative review of the literature. Current Issues in Education, 22(2).
Liu, T., Chen, Y., Hamilton, M., & Harris, K. (2022). Peer Mentoring to Enhance Graduate Students’ Sense of Belonging and Academic Success. Kinesiology Review (Champaign, Ill.), 11(4), 285–296.
Lively, C. L., Blevins, B., Talbert, S., & Cooper, S. (2021). Building Community in Online Professional Practice Doctoral Programs. Impacting Education: Journal on Transforming Professional Practice, 6(3), 21-29.
McKenzie, B.D., Zhou, E., Regio, A. (2023). Graduate enrollment and degrees: 2012 to 2022. Council of Graduate Schools.
National Center for Education Statistics. (2023). Postbaccalaureate Enrollment. Condition of Education. U.S. Department of Education, Institute of Education Sciences.
Norcross, J., Lachter, L. G., Doyle, N., Niemeyer, L., & Jacobs, K. (2020). Equal peer-mentoring as a tool for professional and academic development: evaluation of an online e-mentoring program for doctoral students. AJOT: American Journal of Occupational Therapy, 74(S1), NA.
Sowel, R. S., Zhang, T., Bell, N. E., & Kirby, S. N. (2010). PhD completion and attrition: Policies and Practices to promote student success. Council of Graduate Schools.
Studebaker, B., & Curtis, H. (2021). Building Community in an Online Doctoral Program. Christian Higher Education (London, UK), 20(1–2), 15–27.
Wolak, E., McCann, M., & Madigan, C. (2009). Perceptions within a mentorship program. Clinical Nurse Specialist: The Journal for Advanced Nursing Practice, 23 (2), 61–67