Abstract
Objectives: In preparation for creating a peer-mentoring program for education doctorate (EdD) students, we conducted a literature review to learn about the characteristics of peer-mentoring programs for graduate students and EdD students specifically.
 Method: Our search criteria included articles about peer mentoring for graduate students only; published in peer-reviewed journals since the year 2000; and about programs that involved more experienced students, students farther along in the program, or recent graduates. These criteria resulted in 15 articles.
 Results: We applied what we learned about program design and characteristics in the creation of a voluntary peer-mentoring program for first year students, including purposeful selection and assignment of mentors and mentees along with stated expectations for the type and frequency of mentor/mentee conversations.
 Conclusions: More research is needed that addresses a consistent definition of peer mentoring, methodological concerns about research, challenges of these programs, and how certain aspects of peer-mentoring programs relate to program completion rates.
 Implications for Theory and/or Practice: Continued investigation into the benefits and challenges of mentoring programs will inform our service to students. Investigation into multiple programs and peer mentoring in the later stages of the doctoral journey will strengthen the extant literature about peer mentoring for doctoral students.
Highlights
The national attrition rates within education doctorate programs are high, with estimates ranging between 50% to 70% (Ivankova & Stick, 2007; Rockinson-Szapkiw, Spaulding, & Bade, 2014)
Two challenges faced by many students who pursue the doctor of education (EdD), which likely contribute to the high attrition rate, are (a) balancing full time employment as education practitioners with school; and (b) overcoming a gap that often exists between curriculum and the identification of relevant, problem-based inquiry for practitioners (Kerrigan & Hayes, 2016)
After summarizing what is known about peer-mentoring programs in graduate school and education doctoral programs based on our literature review, we explain how we developed the key aspects of such programs in our own context at our institution, including a finding that surprised us regarding when the program starts in comparison to our initial findings from students in their first year of the program
Summary
The national attrition rates within education doctorate programs are high, with estimates ranging between 50% to 70% (Ivankova & Stick, 2007; Rockinson-Szapkiw, Spaulding, & Bade, 2014). Two challenges faced by many students who pursue the doctor of education (EdD), which likely contribute to the high attrition rate, are (a) balancing full time employment as education practitioners with school; and (b) overcoming a gap that often exists between curriculum and the identification of relevant, problem-based inquiry for practitioners (Kerrigan & Hayes, 2016). As a result of their research, identify several recommendations that program faculty can implement to address these concerns. These include identifying and providing additional support for intrinsically motivated students who are “encouraged by the program quality”
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