Evaluating peer research mentors: a campus collaboration for effective student learning

摘要

This pilot study was an effective tool to gather data about the Peer Research Mentor Program and to gain valuable feedback on this assessment process. The pre/post tests indicate positive progression in student learning, demonstrating improved critical thinking and information literacy skills. In the data sets analysed thus far, the Manchester students' higher percentage increase suggests that the peer research mentor intervention is an effective approach to achieve improvement. In subsequent semesters the affective scale must be a pre/post test instrument measuring change in students' perceptions and confidence levels. Results of the qualitative instruments measuring process and practice have only been examined as word clouds, providing an interesting visual display of word relevancy but insufficient for assessing learning outcome. Results of the instruments measuring peer research mentors experiences have not been fully examined. Further analysis is needed to completely evaluate the effectiveness of the Peer Research Mentor Program and its implications for student learning. Modifications based on feedback gleaned through the pilot study will enable a systematic assessment that is both manageable and sustainable while providing evidence of student learning.