Morales Danielle X, Wagler Amy E, Monarrez Angelica
Department of Sociology and Anthropology, University of Texas at El Paso, El Paso, TX.
Department of Mathematical Sciences; University of Texas at El Paso, El Paso, TX.
UI J. 2020 Spring;11(1). Epub 2020 May 14.
One of the key challenges many peer-to-peer mentoring programs face is the lack of high-quality mentor training. In order to address this issue, the BUILDing SCHOLARS (BUILD) program at The University of Texas at El Paso (UTEP) implements a structured peer mentor training and provides the training to BUILD fellows at UTEP for four academic years. This paper focuses on introducing the BUILD Peer Mentor Training (BPMT) model and investigates its impacts on students using program evaluation data. Our results reveal that BUILD peer mentors were satisfied with the BPMT and their relationships with the mentees. They also reported that the training greatly improved their problem solving and action planning skills, and slightly improved their communication skills and ability to assess a mentee's understanding. Finally, four practical recommendations are provided for institutions and programs that might be interested in implementing a similar peer mentor training.
许多同伴互助指导计划面临的关键挑战之一是缺乏高质量的导师培训。为了解决这个问题，德克萨斯大学埃尔帕索分校（UTEP）的“培养学者”（BUILD）计划实施了结构化的同伴导师培训，并在四个学年内向UTEP的BUILD学员提供该培训。本文重点介绍BUILD同伴导师培训（BPMT）模式，并使用项目评估数据调查其对学生的影响。我们的结果表明，BUILD同伴导师对BPMT以及他们与学员的关系感到满意。他们还报告说，培训极大地提高了他们解决问题和制定行动计划的技能，并略微提高了他们的沟通技能和评估学员理解情况的能力。最后，为可能有兴趣实施类似同伴导师培训的机构和计划提供了四条实用建议。
