Improving Outcomes for At-Risk MSW Students: A Pilot e-Mentorship Program Using a Near-Peer Model

Autor/inn/en	Schuman, Donna L.; Parekh, Rupal M.; Fields, Noelle L.; Woody, Deborah; Miller, Vivian J.
Titel	Improving Outcomes for At-Risk MSW Students: A Pilot e-Mentorship Program Using a Near-Peer Model
Quelle	In: Journal of Teaching in Social Work, 41 (2021) 1, S.42-56 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fields, Noelle L.) ORCID (Miller, Vivian J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0884-1233
DOI	10.1080/08841233.2020.1852361
Schlagwörter	At Risk Students; First Generation College Students; Disproportionate Representation; Graduate Students; Masters Programs; Social Work; Mentors; Guidance; Social Support Groups; Coaching (Performance); Peer Relationship; Program Effectiveness; Computer Mediated Communication; Student Improvement; Grade Point Average; Academic Persistence; Academic Probation; Graduation Rate; School Holding Power; Barriers + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Magister course; Magisterstudiengang; Soziale Arbeit; Beratung; Social support; Soziale Unterstützung; Peer-Beziehungen; Computerkonferenz
Abstract	Much research exists to support the positive effects of mentorship programs on improving grades and retention rates for MSW students. With the rapid growth in online MSW programs, the need to provide mentorship in electronic formats is also increasing. This retrospective longitudinal study examines the impact of an electronically delivered ("e-mentorship") program on MSW student success factors. Twenty MSW students at risk of program failure, most of whom were geographically dispersed across a South-Central U.S. State, were offered the opportunity to participate in a near-peer mentorship program conducted primarily through electronic means. Students were provided academic resource information and study tips. Those who engaged in e-mentorship worked on action plans aimed at addressing academic barriers. Compared to students who did not contact the mentor for assistance (n = 10), students who actively engaged the mentor (n = 10) showed significant improvement in grades, removal from probationary status, and retention/graduation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01