Date Approved
6-16-2025
Embargo Period
6-16-2025
Document Type
Dissertation
Degree Name
Ed.D. Educational Leadership
Department
Educational Leadership
College
College of Education
Advisor
MaryBeth Walpole, Ph.D.
Committee Member 1
James Coaxum, III, Ph.D.
Committee Member 2
Andrew Tinnin, Ed.D.
Keywords
First Year Experience;Generativity;Honors College;Peer Mentors
Disciplines
Education | Educational Leadership
Abstract
Student retention is an intricate dilemma for all institutions of higher education. While college enrollment continues to increase, degree completion rates are not keeping pace. Research shows that most students who drop out of college do so during the first year of enrollment. In an effort to address student retention during the first year and ultimately increase completion rates, colleges and universities invest significant resources in what has become known as First-Year Experience (FYE). Peer mentoring programs, in particular, are often an essential aspect of FYE programming because of the successful outcomes reported by mentees. This generic qualitative study diverges from mentee-focused data to prioritize the voices of peer mentors. It uses semi-structured interviews to elicit the direct experiences of FYE peer mentors in the Honors college at Venture University. Data was analyzed using theoretical analysis (ThA) for pre-determined themes associated with the Theory of Generativity as well as organically appearing, non-theoretical themes and patterns. The findings report that peer mentors do demonstrate significant characteristics of generativity. It also discusses three non-theoretical themes of Worry/Nerves/Safe Space, Community, and Co-mentor/Mentoring Class. Implications for future research and university practice are discussed.
Recommended Citation
Flocco, Marie Haughton, "First-Year Experience Peer Mentors and Theory of Generativity; A Generic Qualitative Study" (2025). Theses and Dissertations. 3398.
https://rdw.rowan.edu/etd/3398
