Leading a faculty-wide peer-support programme for widening participation students
Learning from the personal and professional development of an undergraduate intern
DOI:
https://doi.org/10.15173/ijsap.v8i2.5763Keywords:
co-creation, partnership, peer support, students as partners, widening participationAbstract
Whilst existing research has explored the impact of a peer support role on the holistic development of mentees and mentors, very little is known about the experiences of those students who work in partnership alongside academic and service colleagues in co-creating, implementing, and delivering these programs. In this exploratory case study, the unique aspect was to use the P.O.W.E.R Reflective Framework for Students-as-Partners Practices and Processes to contextualise an undergraduate intern’s experiences of leading a project and the consequent impact it has had upon their personal and professional development. Key findings and reflections from the intern’s interview provide a deeper understanding of the peer mentor experience, highlighting aspects that are often overlooked or not readily apparent. The value of these activities for interns and how best to support their needs, motivations, and expectations are shared, as are implications for academic and service colleagues involved in promoting collaborative learning and mentoring.
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Copyright (c) 2024 Rick Hayman, Regina Mendes, Jaden Allan, Stephany Veuger
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