Date of Award
Spring 6-13-2025
Document Type
Dissertation in Practice
Degree Name
Ed.D. in Higher Education
Organizational Unit
Morgridge College of Education, Higher Education
First Advisor
Cecilia M. Orphan
Second Advisor
Michelle Tyson
Third Advisor
Mark McCabe
Copyright Statement / License for Reuse
All Rights Reserved.
Keywords
Asset-based, Peer mentor, Peer mentoring, Rural, Rural cultural wealth, Rural higher education
Abstract
Peer mentoring is a recognized strategy for supporting student success, academic persistence, and belonging in higher education. However, while mentee benefits are well-documented, the long-term effects on peer mentors (PMs) remain underexplored, particularly at Rural-Serving Institutions (RSIs). My evaluation bridges that gap by examining the lasting impact of PM service through a qualitative evaluation of the Rifle Colorado Mountain College (CMC) Peer Mentor Program. Guided by Rural Cultural Wealth (RCW) theory and using the Most Significant Change (MSC) model within a constructivist framework, my evaluation centers alumni PM voices, gathering their reflections on the significant changes and impacts of their mentoring experience. Their narratives look into the past and speak from the present, revealing that serving as a PM was more than an academic support role. It was a journey marked by connection, challenge, and growth, shaped by rural strengths and relational depth. As the title suggests, my evaluation not only honors the reflections of PMs but also offers insights for the future the rural PM program. Findings are organized into four themes: (1) Care and Meaningful Connections, (2) Personal and Professional Growth, (3) Challenges and Boundaries, and (4) Collective Growth and Development. Each theme shows how rural ingenuity, resourcefulness, familism, and community unity shaped both the mentors’ experiences and the program’s broader impact. The evaluation contributes to the limited research on PM programs at RSIs, offering insights and recommendations for program design and sustainability. Findings highlight the power of pre-existing relationships, the necessity of genuine interactions, the importance of connecting to community resources, and the mentors’ dual role as guides and learners. Additionally, the data identifies the need for expanded PM training, support structures, and resource accessibility to maximize program effectiveness. By shifting focus to the mentors’ long-term experiences, my evaluation frames mentoring as a reciprocal process—one that not only enhances student support but also cultivates leadership, resilience, and community impact. PM programs at RSIs are not only interventions for mentees but transformative experiences for mentors that strengthen individuals, institutions, and the rural communities they serve.
Copyright Date
6-2025
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Tinker Elizabeth Jacobs Duclo
Provenance
Received from ProQuest
File Format
application/pdf
Language
English (eng)
Extent
217 pgs
File Size
920 KB
Recommended Citation
Duclo, Tinker Elizabeth Jacobs, "Peering into the Past and Future: Connection, Challenge, Growth, and Rural Peer Mentors" (2025). Electronic Theses and Dissertations. 2557.
https://digitalcommons.du.edu/etd/2557