{"id":5526,"date":"2023-03-07T17:33:10","date_gmt":"2023-03-07T17:33:10","guid":{"rendered":"https:\/\/nau.edu\/boundless\/?p=5526"},"modified":"2023-03-10T00:45:20","modified_gmt":"2023-03-10T00:45:20","slug":"student-disability-peer-mentorship","status":"publish","type":"post","link":"https:\/\/legacy.nau.edu\/stories\/student-disability-peer-mentorship\/","title":{"rendered":"Peer-to-peer mentoring for students with disabilities"},"content":{"rendered":"\n

Students with disabilities develop peer-to-peer mentoring program to coach one another in STEM fields.<\/p>\n\n\n\n

Students with disabilities (SWDs) are one of the most underrepresented groups in science, technology, engineering, and mathematics (STEM). They often face accessibility challenges to participating in STEM activities such as conducting experiments in laboratories or developing engineering prototypes.<\/p>\n\n\n\n

With a grant from the National Science Foundation (NSF), a team of students and faculty at NAU’s Institute for Human Development<\/a> (IHD) are working to support our SWD community by joining the national TAPDINTO-STEM Alliance<\/a>. This NSF initiative fosters inclusion and collaboration in STEM majors with the goals of increasing graduation rates among SWDs and enhancing workforce development. The team at NAU is led by Ronda Jenson<\/a>, Associate Professor of Psychological Sciences, with key support from IHD Program Coordinator Jade Metzger-Riftkin<\/a>.<\/p>\n\n\n\n

Peer-to-peer support system<\/h3>\n\n\n\n

SWDs at NAU are the key to this initiative, which focuses on peer-to-peer mentoring. During summer 2022, an initial cohort of nine students developed their own mentorship program using faculty guidelines.<\/p>\n\n\n\n

\u201cThe students questioned power dynamics embedded in mentee\/mentor relationships and considered identity from an intersectional lens,\u201d says Metzger-Riftkin. \u201cThey wanted the program to suit all NAU students from any background with any disability.\u201d<\/p>\n\n\n\n

\"Student<\/figure>\n\n\n\n

Invitations to apply for the program in the fall semester yielded applications from more than 30 students in computer science, chemistry, biology, engineering, applied health, and social sciences. Because of the high interest level, parts of the program were opened to all SWDs, regardless of major. They launched their first virtual office hours for any NAU SWD on September 15.<\/p>\n\n\n\n

The program only grew from there as its ambitious student participants went above and beyond NSF requirements. They increased the number of meetings, started a Discord server to stay in contact, and developed both drop-in office hours and more traditional 1:1 mentoring sessions. \u201cWhile the program is still getting off the ground, some students have already found incredible benefits from interacting with their peers,\u201d says Metzger-Riftkin. \u201cOne student, for example, went from expressing interest in research to identifying a faculty mentor and proposing an original research project of their own.\u201d<\/p>\n\n\n\n

I\u2019ve actually had to pull students back from spending too much time on the program. They\u2019ve been so passionate about it that they wanted to spend even more time than they were required to.<\/p><\/blockquote>\n\n\n\n

The flexibility of the program, as well as its student-driven philosophy, facilitates mutual support. \u201cMost of their conversations revolve around advocating for their accommodations, developing professional communication skills, and discussing best ways for approaching coursework,\u201d Metzger-Riftkin says. \u201cA significant portion of the program is online, since some have mobility issues that keep them homebound, though students are welcome to meet in person as they are able.\u201d<\/p>\n\n\n\n

Students interact with each other regularly in both their local group, which includes participants from NAU\u2013Yuma and Coconino Community College, as well as in the regional group, which includes students from the University of Nevada at Reno. \u201cI\u2019ve actually had to pull students back from spending too much time on the program,\u201d says Jenson. \u201cThey\u2019ve been so passionate about it that they wanted to spend even more time than they were required to.\u201d<\/p>\n\n\n\n

Students benefit from peer interaction<\/h3>\n\n\n\n

Sophomore Taylor Wylie is a double major in Sociology<\/a> and Psychological Sciences<\/a>. Although Wylie currently calls Arizona home, they\u2019ve lived in Washington, Alaska, Louisiana, Georgia, Kansas, and Texas.<\/p>\n\n\n\n

Wylie joined the peer mentoring program because it was an opportunity to get involved at NAU. \u201cI felt I needed more of a community than I had in my life at the time, and if I felt that way, then I was sure other disabled students did, too,\u201d Wylie says. \u201cThe supportive, inclusive, and informative nature of this program are my three favorite things about it. It has helped me take my schooling more seriously and feel like I’m a part of the college community. I’ve learned so much about how to grow professionally, ask for the support I need, and be a good advocate for others like me.\u201d<\/p>\n\n\n\n

With support from the TAPDINTO-STEM mentors and student coordinators, Wylie designed a study to explore human-animal interaction between people and their reptiles. \u201cReptiles are hard to understand for a lot of people, and even those who work with them have difficulty sometimes. The research on them in a social setting is virtually nonexistent, yet they’re such a large part of many people’s lives. My goal is to use primarily Symbolic Interactionism\u201d\u2014a sociological theory about linguistic communication\u2014\u201cto figure out if reptiles can be active participants in their care like other pets. One day, I want the world to view reptiles in a similar vein as dogs, cats, and other small mammals.\u201d<\/p>\n\n\n\n

Along the way, Wylie learned how the process of research works\u2014and how to facilitate that process in an online environment. \u201cIt led me to research as a career goal,\u201d they share, \u201cand the TAPDINTO-STEM program helped me become a better and more diligent student to succeed in my fields of study.\u201d<\/p>\n\n\n\n

Participating in the program has also been meaningful for senior Psychological Sciences<\/a> major Kyleen Fill. \u201cWhen I got diagnosed with my disease, I felt super lonely, especially because I didn\u2019t know anyone else my age with this disease,\u201d says Fill. \u201cWhen I found out about this program, I really wanted to take part because I thought I could help more people with disabilities and hopefully also help them feel less lonely.\u201d<\/p>\n\n\n\t

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Peer advice<\/strong> for students with disabilities<\/h2>\n\t\t\t
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“Find a like-minded community and don’t be afraid to advocate for yourself. Even if you think it might not be able to be modified for your individual disabilities, ask anyway. Don’t let yourself burn out; balance your work with relaxation and fun if possible. Employ strategies that work for you at every turn, and above all, don’t be apologetic for your disabilities. You have every right to be there the same as your peers.”<\/p>\n

\u2013 Taylor Wylie, Sociology and Psychological Sciences double major<\/em><\/p>\n\t<\/div>\n\t

\n\t\t

“College is no easy feat, especially when you have a disability to tackle on top of that. You got this! Keep going!”<\/p>\n

\u2013 Kyleen Fill, Psychological Sciences major<\/em><\/p>\n

“I have worked in many other jobs working with disabled individuals, and it has taught me a lot! Honestly, the most important thing I\u2019ve learned is that there are people out there who may not have the same disability as you but they\u2019re all experiencing the same things. You are not alone.”<\/p>\n

\u2013 Kyleen Fill, Psychological Sciences major<\/em><\/p>\n\t<\/div>\n\t<\/div>\n\t","protected":false},"excerpt":{"rendered":"

Students with disabilities develop peer-to-peer mentoring program to coach one another in STEM fields.<\/p>\n","protected":false},"author":570,"featured_media":5550,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":[],"categories":[5,2],"tags":[552,550,558,80,548,25,551,557,96,166,559,554,556,193,546,549,553,547,555],"acf":[],"_links":{"self":[{"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/posts\/5526"}],"collection":[{"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/users\/570"}],"replies":[{"embeddable":true,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/comments?post=5526"}],"version-history":[{"count":15,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/posts\/5526\/revisions"}],"predecessor-version":[{"id":5566,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/posts\/5526\/revisions\/5566"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/media\/5550"}],"wp:attachment":[{"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/media?parent=5526"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/categories?post=5526"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/legacy.nau.edu\/stories\/wp-json\/wp\/v2\/tags?post=5526"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}