Abstract
Operationally, descriptive research in this study will define the making of a New Student Mentor and outline responsibilities of this new student leader on the college campus. The New Student Mentor (s) and tenured faculty will be argued as key sources of support for targeted peer-student enrollees. Studies in higher education show that tenured associate professors and professors can help support the academic and professional objectives of both student mentor and peer-student enrollee. The experimenter for this study believes that interpersonal dyads consisting of New Student Mentor and a tenured member of the faculty can: 1) Give advice on selection of a major area of study and recommendations for successful program completion; 2) Assist peer-student enrollees, (freshman, and /or adult student) to create powerful resumes at the beginning of course-enrollment; 3) Advise students in friendly interpersonal dyads when engaging in problem-solving matters. 4) Answer questions and use human communication skills to enhance better decision making on issues of campus life. Current evidence suggest that student leaders can become catalysts to other students in search of better ways to reach academic, social, and professional goals. Qualitative findings will be used to argue that the New Student Mentor can be an effective human tool to peer-student enrollees in the learning process. This study will explain how utilization of the New Student Mentor will be targeted across interdisciplinary programs, increasing the number of peer-student enrollees chosen as subjects for participation in the study.
Author Information
Delindus Richard Brown, South Carolina State University, United States
Paper Information
Conference: ACE2018
Stream: Counselling, Guidance & Adjustment in Education
This paper is part of the ACE2018 Conference Proceedings (View)
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