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We developed and implemented a peer-mentoring program at two US universities whereby nine experienced mathematics graduate student instructors (GSIs) each mentored three or four first- and second-year GSIs (novices). Mentors facilitated bi-weekly small group meetings with context-specific support to help novices use active-learning techniques and augment productive discourse (Smith & Stein, 2011). Meeting discussion topics were informed by novices’ interests, concerns raised by both mentors and novices, and ideas from other small groups. We examined what topics from small-group peer-mentoring meetings novices valued and timing of the topics that mentors suggested for future cycles. We qualitatively coded meeting topics and analyzed novices’ ratings of topics discussed. Results indicate specific topics novices valued and the importance of timing some topics appropriately, informing future professional development for GSIs. These results offer insight and synergy between educating GSIs and improving undergraduate mathematics teacher pedagogy.
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This content will become publicly available on July 1, 2026
MENTORS in CS Toolkit
This toolkit offers a structured, year-long framework to support peer mentoring partnerships in computer science education. It provides (1) a program calendar outlining monthly activities, scheduled mentor–mentee meetings, and three mentorship cycles aligned with key CS teacher standards; (2) guided self-reflection tools to help teachers identify professional strengths and areas for growth; (3) a partnership agreement to establish norms for communication and collaboration; (4) goal-setting templates with illustrative examples to scaffold targeted professional learning; and (5) mentoring logs to document bimonthly meetings and track progress across three 2.5-month cycles.
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- PAR ID:
- 10631808
- Publisher / Repository:
- Computer Science Teachers Association
- Date Published:
- Edition / Version:
- 5
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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We developed and implemented a peer-mentoring program at two US universities whereby nine experienced mathematics graduate student instructors (GSIs) each mentored three or four first- and second-year GSIs (novices). Mentors facilitated bi-weekly small group meetings with context-specific support to help novices use active-learning techniques and augment productive discourse (Smith & Stein, 2011). Meeting discussion topics were informed by novices’ interests, concerns raised by both mentors and novices, and ideas from other small groups. We examined what topics from small-group peer-mentoring meetings novices valued and timing of the topics that mentors suggested for future cycles. We qualitatively coded meeting topics and analyzed novices’ ratings of topics discussed. Results indicate specific topics novices valued and the importance of timing some topics appropriately, informing future professional development for GSIs. These results offer insight and synergy between educating GSIs and improving undergraduate mathematics teacher pedagogy.more » « less
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