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This mentoring resource is a guide to establishing and running near-peer mentorship programs. It is based on the working knowledge and best practices developed by the Access Network, a collection of nine student-led communities at universities across the country working towards a vision of a more diverse, equitable, inclusive, and accessible STEM environment. Many of these communities, also referred to as sites, include a near-peer mentoring program that is developed to best support their local context. The format of these programs vary, ranging from structured classes with peer mentoring groups to student clubs supporting 1-on-1 relationships. To further support program participants as both students and as whole people, sites often run additional events such as lecture series, workshops, and social activities guided tailored to each student community's needs. Through this process, student leaders have generated and honed best practices for all aspects of running their sites. This guide is an attempt to synthesize those efforts, offering practical advice for student leaders setting up near-peer mentorship programs in their own departments. It has been written through the lens of undergraduate near-peer mentorship programs, although our framework could easily be extended to other demographics (e.g. high schoolers, graduate students, etc.). Our experience is with STEM mentorship specifically, though these practices can extend to any discipline. In this document, we outline best practices for designing, running, and sustaining near-peer mentorship programs. We provide template resources to assist with this work, and lesson plans to run mentor and mentee training sessions. We hope you find this guide useful in designing, implementing, and re-evaluating community oriented near-peer mentoring programs.

In teacher professional development (PD), grouping teachers with varying levels of experience can be a productive and empowering way to stimulate the exchange and co-generation of content and pedagogical knowledge. However, less experienced teachers can face socio-emotional risks when engaging in collaborative science content reasoning tasks with more experienced colleagues (Finkelstein, Jaber, & Dini, 2018), and these risks may impact the collaborative experience of both parties and the learning environment in teacher PD. This descriptive case study examines the process of productively navigating socio-emotional risks and interpersonal tensions encountered by a veteran and pre-service physics teacher during one episode of discussing physics content. We use a single term, comfort-building, to encapsulate discursive moves that result in increased feelings of comfort and safety by the participants. Comfort-building includes moves that serve to mitigate social risk, ease tension, and avoid discomfort, as well as those geared toward finding common ground and co-navigating challenges. These moves can carve out conversational space for teachers to more confidently face risks associated with being accountable to the physics content knowledge and engage in discipline-based conversations more deeply. The presented episode in this study was followed by video-stimulated individual interviews to determine how consciously the teachers connected their participation to explicit risk and comfort. This case study highlights an affective dimension for consideration in the continued study and facilitation of science teaching communities of practice, especially ones that bring together teachers with a variety of backgrounds and skill sets., Comment: 56 double space pages including references, 3 figure and 3 tables

Providing high-quality professional development for teachers with diverse backgrounds and classroom experience is a challenging task. In this work, we investigate the Illinois Physics and Secondary Schools (IPaSS) partnership program, which provides instructional resources and a network of support for high school physics teachers through a partnership with the University of Illinois. IPaSS aims to address disparities in physics instruction by equipping teachers with university physics curricula and equipment adapted to fit the context of their high school classrooms. IPaSS' professional development design and facilitation draw inspiration from the Communities of Practice (CoP) model with a responsive facilitative approach in the design and enactment of professional development. Using interviews and surveys from 14 physics teachers, we studied the extent to which the program has responded to teachers' diverse needs while supporting their participation in physics teaching CoP. The results revealed that this model of responsive professional development -- conceptualized as being attentive and adaptive to teachers' needs -- has created very positive perceptions of the program for the teachers involved and fostered pedagogical and instructional support, professional growth opportunities, and social or personal benefits of community involvement for them. The results also demonstrated that mutual peer support has gone beyond the dynamics of the Communities of Practice framework, not only from more to less experienced but also in the reverse direction. In addition, the case study of the program revealed that taking a responsive approach can potentially facilitate teachers' transitions from being peripheral members to becoming active participants in the community., Comment: 59 double space pages including references, figures and tables