Peer counseling/mentoring is the provision of support to peers by peer counselors (peer mentors) selected according to certain criteria with the training and supervision they receive (NAPP, 2001). Since the 1960s, peer support/counseling programs have been effectively used in universities, as in other education levels, to support students' academic, social and psychological development within the scope of supportive programs (Downe, Altmann, & Nysetvold, 1986). Peer counseling programs are offered in different forms (e.g., peer support, peer mediation, peer education, peer leadership) (Bratter & Freeman, 1990). Peer counselors/guides try to help their peers in different ways through the training and supervision they receive. These are: a) listening and understanding, b) companionship and support, c) decision making/ problem solving assistance, d) tutoring and academic assistance, e) informing about academic, vocational and health-related issues, f) orientation, g) modeling, h) mediation and conflict resolution, i) referring to an expert when necessary (Tindall, 1995).

The academic peer mentoring program carried out within the scope of this research was carried out in different faculties/departments for 6 semesters (3 years), and a three-year evaluation of the peer mentoring program was carried out since the pilot study.  Although the program is carried out in different departments each semester, it covers three stages. These are;

1. Identification of academic peer mentor candidates

2. Training of academic peer mentors

3. Program implementation process

Research Methodology

Data were obtained through qualitative evaluation forms. Three different qualitative evaluation forms were used in the study. Regarding the implementation process, separate evaluation forms were created for peer mentors and students receiving support. In addition, a pre- and post-program evaluation form was applied for the training of peer mentors. Summarizing and interpreting the data obtained through the evaluation forms was carried out through descriptive analysis. In this approach, it was aimed to perform analyses by following four stages: creating a framework for descriptive analysis, processing data according to the thematic framework, defining and interpreting the findings (Yıldırım & Şimşek, 2013). In this context, descriptive analysis was conducted in the light of the themes created from the data obtained from each evaluation question.  Data analyses were carried out starting from 2021-2022 Fall semester to 2021-2022 Spring, 2022-2022 Fall, 2022-2023 Spring, 2022-2023 Fall, 2022-2023 Spring, 2023-2024 Fall and 2023-2024 Spring semesters, and the variability of data results according to years was examined in a longitudinal context.

Findings

The pre-analysis findings of the research are as follows;

1. Pre-analysis sample themes for Academic Peer Guide Training pre-test and post-test; Having detailed information about the program, Realizing that the program is a professional program, Realizing that the program is given importance by the university, Learning to communicate effectively, Learning the ethical rules in the program, Responsibilities in the continuity of the program.

2. Pre-analysis sample themes of peer guide evaluations regarding Practice and Courses; Increase in the sense of trust, increase in the sense of academic competence, recognition in the department,

Peer counseling/mentoring is the provision of support to peers by peer counselors (peer mentors) selected according to certain criteria with the training and supervision they receive (NAPP, 2001). Since the 1960s, peer support/counseling programs have been effectively used in universities, as in other education levels, to support students' academic, social and psychological development within the scope of supportive programs (Downe, Altmann, & Nysetvold, 1986). Peer counseling programs are offered in different forms (e.g., peer support, peer mediation, peer education, peer leadership) (Bratter & Freeman, 1990). Peer counselors/guides try to help their peers in different ways through the training and supervision they receive. These are: a) listening and understanding, b) companionship and support, c) decision making/ problem solving assistance, d) tutoring and academic assistance, e) informing about academic, vocational and health-related issues, f) orientation, g) modeling, h) mediation and conflict resolution, i) referring to an expert when necessary (Tindall, 1995).

The academic peer mentoring program carried out within the scope of this research was carried out in different faculties/departments for 6 semesters (3 years), and a three-year evaluation of the peer mentoring program was carried out since the pilot study.  Although the program is carried out in different departments each semester, it covers three stages. These are;

1. Identification of academic peer mentor candidates

2. Training of academic peer mentors

3. Program implementation process

Research Methodology

Data were obtained through qualitative evaluation forms. Three different qualitative evaluation forms were used in the study. Regarding the implementation process, separate evaluation forms were created for peer mentors and students receiving support. In addition, a pre- and post-program evaluation form was applied for the training of peer mentors. Summarizing and interpreting the data obtained through the evaluation forms was carried out through descriptive analysis. In this approach, it was aimed to perform analyses by following four stages: creating a framework for descriptive analysis, processing data according to the thematic framework, defining and interpreting the findings (Yıldırım & Şimşek, 2013). In this context, descriptive analysis was conducted in the light of the themes created from the data obtained from each evaluation question.  Data analyses were carried out starting from 2021-2022 Fall semester to 2021-2022 Spring, 2022-2022 Fall, 2022-2023 Spring, 2022-2023 Fall, 2022-2023 Spring, 2023-2024 Fall and 2023-2024 Spring semesters, and the variability of data results according to years was examined in a longitudinal context.

Findings

The pre-analysis findings of the research are as follows;

1. Pre-analysis sample themes for Academic Peer Guide Training pre-test and post-test; Having detailed information about the program, Realizing that the program is a professional program, Realizing that the program is given importance by the university, Learning to communicate effectively, Learning the ethical rules in the program, Responsibilities in the continuity of the program.

2. Pre-analysis sample themes of peer guide evaluations regarding Practice and Courses; Increase in the sense of trust, increase in the sense of academic competence, recognition in the department, satisfaction with the communication established with the course instructors, ability to be a resource for peers, satisfaction from being a consulted peer, increase in the sense of belonging to the university.

3. Pre-analysis sample themes of the evaluations of the students who received support for the implementation process; Students who succeeded in the course are role models, solving more questions and repetition is useful, although it is an online program, it is a fluent course, it is nice to see free extra lessons, to communicate easily with peers, to ask the places that are not understood comfortably, to provide course support in the covid process, desire to be a peer guide student, increased sense of belonging to the university and the department.

with the communication established with the course instructors, ability to be a resource for peers, satisfaction from being a consulted peer, increase in the sense of belonging to the university.

3. Pre-analysis sample themes of the evaluations of the students who received support for the implementation process; Students who succeeded in the course are role models, solving more questions and repetition is useful, although it is an online program, it is a fluent course, it is nice to see free extra lessons, to communicate easily with peers, to ask the places that are not understood comfortably, to provide course support in the covid process, desire to be a peer guide student, increased sense of belonging to the university and the department.