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This Concept Map, created with IHMC CmapTools, has information related to: IUSE Theory of Change Draft 3, Increased undergrad success in STEM- related majors Results in Evidence for cost- effectiveness of peer-mentorship program (RQ2.3), Increased undergrad success in STEM- related majors Impact Improved undergraduate progress to STEM professions & graduate programs, Implement Peer- Mentorship Program at Three Universities (RQ2.1 & 2.2) Informs Documentation & Analysis of Implementation Process (RQ2.1 & 2.2), Some experienced, effective GSIs can be trained to be peer mentors (based on NSF EAGER) Need to Implement Peer- Mentorship Program at Three Universities (RQ2.1 & 2.2), Communities of Practice in Math departments that discuss teaching and learning Leads to Better-equipped, more effective STEM faculty, Evidence for cost- effectiveness of peer-mentorship program (RQ2.3) Leads to Propose peer- mentorship program to universities, Novice GSIs have increased pedagogical knowledge and skill (RQ1.1) Results in GSIs' increased use of student- centered teaching techniques, Documentation & Analysis of Implementation Process (RQ2.1 & 2.2) Results inform Implement Peer- Mentorship Program at Three Universities (RQ2.1 & 2.2), Propose peer- mentorship program to universities Results in Peer-mentorship program institutionalized, Documentation & Analysis of Implementation Process (RQ2.1 & 2.2) Leads to Communities of Practice in Math departments that discuss teaching and learning, GSIs' increased use of student- centered teaching techniques Leads to Better-equipped, more effective STEM faculty, GSIs' increased use of student- centered teaching techniques Results in Improved undergraduate learning outcomes (grades & completion) (RQ1.2), Novice GSIs need instructional support (based on preliminary data) Need to Implement Peer- Mentorship Program at Three Universities (RQ2.1 & 2.2), Improved undergraduate learning outcomes (grades & completion) (RQ1.2) Results in Evidence for cost- effectiveness of peer-mentorship program (RQ2.3), Documentation & Analysis of Implementation Process (RQ2.1 & 2.2) Leads to Novice GSIs have increased pedagogical knowledge and skill (RQ1.1), Improved undergraduate learning outcomes (grades & completion) (RQ1.2) Impact Increased undergrad success in STEM- related majors