abstract: There is a growing necessity for learning opportunities that promote the development of soft skills among college students as they prepare to participate meaningfully in a global, knowledge-based world. Through conducting in-depth interviews with 9 peer-mentors with first, second, and third year levels of experience in Arizona State University’s LEAD mentoring program, this thesis seeks to understand the ways in which soft skill development is promoted through participation in a formal mentoring program. The LEAD mentoring program recruits mentors who have completed the LEAD program classes during their freshman year, are current ASU students in their sophomore year and above, and seek to support and guide other students. Findings reveal that peer-mentors gain a number of valuable soft skills through the mentoring experience: self-awareness, adaptability, teamwork and collaboration, and verbal communication. Additionally, students increased their self-efficacy and ability to seek support. Given these benefits, higher education institutions should seek to increase access to mentoring opportunities. Mentoring programs provide a powerful avenue by which to increase student success, improve inclusivity on campus, and advance justice and social transformation in an increasingly globalized world. / Dissertation/Thesis / Masters Thesis Social and Cultural Pedagogy 2020
| Identifer | oai:union.ndltd.org:asu.edu/item:62979 |
| Date | January 2020 |
| Contributors | Hurlburt, Margret Leigh-Kathryn (Author), Martin, Nathan D. (Advisor), Vawter, Katherine (Committee member), Theisen-Homer, Victoria (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Masters Thesis |
| Format | 72 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/ |
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