Program Description

The inherent value of the Penn mentoring Program (PMP) is that it encourages students to use one another as resources for learning.   Students who have excelled in a discipline are chosen by faculty to mentor students taking introductory courses in those disciplines.   These mentors are responsible for groups of 5-8 students and coordinate weekly meetings in the college house setting.   During these meetings, the mentors

•  ask key questions and moderate discussion, rather than re-teach the material

•  provide opportunities for students to use the language of the discipline and gain confidence discussing course material  

•  demonstrate how to work effectively in a group, how to pace assignments, and how to study for exams

•  provide practice opportunities that contribute to the students' understanding of the material

Optional activities include

•  "Mentoring Madness" - extra review sessions before exams with 2 or 3 mentors collaborating on the session but essentially maintaining the same aim of maximizing active learning on the part of the mentees

•  "Field Trips" - group participation in a discipline related activity (e.g. lecture), with a social component (e.g. a meal)

Program Benefits

It is well documented in the research literature and often observed on the Penn campus that collaborative learning positively affects academic achievement, self-esteem, and attitudes toward learning.    Collaborative learning is consistent with the trend toward the formation of learning communities, define by Patricia Cross [1] as "groups of people engaged in intellectual interaction for the purpose of learning."   As groups of students study together, the emphasis becomes cooperation rather than competition.   Learning is active, rather than passive.   Students are located together in study lounges, rather than isolated in their residence halls rooms.   As they explain the material aloud, jointly solve difficult problems or construct practice exam questions, they are reinforcing and extending their learning.  

Learning communities invites an array of pedagogies, including

•  collaborative learning

•  peer teaching

•  discussion groups

•  experiential learning

•  field trip experiences

•  problem centered learning

•  ongoing reflection, metacognitive activities, and self-evaluation

Penn Mentoring is designed to extend learning beyond the course hours, not replace class or recitation attendance.   In fact, mentees must agree to attend all course lectures and keep up with course assignments in order to participate in this program.  

Program Support

A strength of the Penn Mentoring Program is the cohort of upperclass mentors whose energy, dedication, and creativity have molded the program from its inception.   However, administrative and intellectual support are provided from three groups of people, also working collaboratively.

Faculty

Faculty and their departments are an essential component of the Penn Mentoring Program.   Faculty identify the mentors and the coordinator based on criteria most appropriate to the course.   Criteria   may include course grade, GPA, communication style, and/or demonstrated commitment to the discipline.   Faculty work closely with the coordinator to support the mentors in their developing expertise with the course content and methods of instruction that are discipline specific.   Most important, the instructors communicate the benefits of the program to their students and encourage participation.

College Houses and Academic Services (CHAS)

Many of the mentoring sessions take place in the college houses to encourage spontaneous group formation and discussion in similar circumstances.   Students have the opportunity to meet classmates, who live nearby, and who become potential study partners for other classes.   Meetings make use of residential resources such as computer labs and study rooms.   CHAS provides website support which is essential for group enrollment, communication, mentor accountability, and program evaluation.   CHAS also provides payroll support for some of the disciplines.   As part of the WHEEL, PMP is visible as an academic support program.

The Office of Learning Resources

Since the inception of the Penn Mentoring Program, the Office of Learning Resources has provided support in numerous ways.   The LRC has developed the orientation and training sessions to support the mentors in their role as novice instructors.   Training in identifying and incorporating the learning strategies that are key to the success in specific disciplines has encouraged mentoring that goes beyond a traditional tutoring model.   Mentors are able to incorporate study strategy and time management components into their weekly mentoring sessions.   Learning instructors also serve as consultants on issues of assessment of student concerns and provide a link to University support resources through consultation, training, and printed materials.   In addition, the LRC has been responsible for the development of program materials such as the Mentor Handbook.

[1] Cross, P. (1998).   Why learning communities?   Why now?   About Campus. P. 4.