Degree Type

Dissertation

Date of Award

2004

Degree Name

Doctor of Philosophy

Department

Educational Leadership and Policy Studies

First Advisor

Florence Hamrick

Abstract

This study explored residential learning community peer mentor role construction/enactment and the learning outcomes that resulted from their participation in this role. Nineteen residential learning community peer mentors participated in focus groups and discussed their experiences as peer mentors. Three categories of mentors were explored: solo mentors (mentors in programs with only one live-in mentor), paired mentors (mentors in programs with two live-in mentors, typically living on different floors), and grouped mentors (mentors in programs with three or more live-in mentors, living on different floors). Using social learning theory (Bandura, 1977) and student involvement theory (Astin, 1984) as theoretical lenses through which to view the mentor comments, conclusions and recommendations were made for residential learning community peer mentor roles in general as well as for the specific mentor categories.

DOI

https://doi.org/10.31274/rtd-180813-11204

Publisher

Digital Repository @ Iowa State University, http://lib.dr.iastate.edu

Copyright Owner

Maryanne Benjamin

Language

en

Proquest ID

AAI3139213

File Format

application/pdf

File Size

201 pages

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