Transformative Learning for Peer Mentors Connected to a Postsecondary Education Program for Students with Intellectual and Developmental Disabilities

Abstract

Though research on service-learning is growing, little is known about how service-learning interventions can support and prepare peer mentors. This article discusses a bounded case study that examined the learning experiences of peer mentors working with students with intellectual and developmental disabilities (I/DD) through a formal service-learning course for undergraduate students. Current and former peer mentors, instructors, and the I/DD postsecondary education program director participated in semi-structured interviews that focused on mentors’ experience of peer mentoring. The case study showed that mentors gained valuable real-world experience and professional development as well as increased empathy and self-awareness. In addition, staff noted the transformative nature of the experience for peer mentors, including enhanced cognitive and emotional connections, decreased anxiety, and increased self-confidence. Staff intentionality regarding the design of the course and classroom experiences represented both prior planning and responsiveness to mentor needs throughout the service-learning experience. This case study illustrates the impact of service-learning for those working with a postsecondary education program for students with I/DD.