Use of course specific writing mentor program in undergraduate health science research course: A pilot program

Effective public health professionals must be able to exhibit proficiency in writing within the discipline. In order to further develop competence in this area, a writing mentor pilot program was developed at Boise State University targeting undergraduate students enrolled in an upper-division health science research methods course. This study describes the program, implementation, and evaluation of a writing mentor training program as well as an early impact evaluation of students enrolled in associated courses. This pilot program was implemented in two sections of approximately 30 students during the spring 2012 semester at Boise State University. Writing mentors were undergraduate health science students who received peer mentoring training and worked with approximately 12 students by providing written feedback and verbal consultations on several drafts of a final paper assignment. The evaluation of the writing mentor training program was conducted through multiple survey questionnaires completed over the course of the semester by writing mentors. An impact evaluation survey was also completed by students enrolled in courses utilizing the writing mentor program. Anticipated data for analysis includes three separate surveys completed by mentors and one survey completed by students. Collected data will be utilized to improve and/or expand the health science writing mentor program. In addition, future implications may include expansion of writing mentor program to other academic departments and/or institutions.