期刊名称：International Journal of Designs for Learning
印刷版ISSN：2159-449X
出版年度：2021
卷号：12
期号：3
页码：71-85
DOI：10.14434/ijdl.v12i3.31433
语种：English
出版社：Assiciation for Educational Communications & Technology / Indiana University Bloomington
摘要：Research indicates that peer mentoring is an effective solution for building ethnic and racial minority women’s self-efficacy to persist in STEM degrees and careers. What is not known, however, is how to design a training program grounded in learning theory to build mentoring knowledge, skills, and self-efficacy in underrepresented populations in Historically Black Colleges and Universities (HBCU). This instructional design case fulfills that gap by presenting details of design challenges and decisions made while developing an eight-week online training program for both mentors and mentees participating in a STEM peer mentoring program at two HBCUs. This design case is a second iteration of the training program following an initial pilot study. Stakeholder feedback, along with a conceptual framework, including Tinto’s Institutional Departure Model and Bandura’s Theory of Self-Efficacy, guided the design work.
