The Transition Approach to Peer Mentoring – - PowerPoint Presentation

Slide1

The Transition+ Approach to Peer Mentoring – A Route to Student Success

Dr

Jane Andrews &

Dr

Robin Clark

Engineering Education Research Group

j.e.andrews@aston.ac.uk

r.p.clark@aston.ac.ukSlide2

London Metropolitan

University

Sheffield

University

Aston

University

Bangor University

Liverpool Hope University

Research Partners

Research

through

Partnership

OsloSlide3

Methodology: What we did & How we did it … Multiple case-study design

Mixed methodological approach

Mapping of activity: Content analysis

Literature review

Pilot survey

Survey Interviews

Focus groups Observations Slide4

Sample & Methodological Tools Pilot Survey: 302 students in 5 HEIs

Aston: Bangor: Sheffield: Liverpool Hope: LMU

Main Survey: 374 students in 3 HEIs

Aston: Bangor: Sheffield

Qualitative Interviews & Focus Groups:

97 students; 4 HEIsAston: Bangor: Oslo: Sheffield: 61 students – 32 peer mentors, 29 peer mentees

Mixture of ‘transitional and pastoral peer mentors and mentees’Writing Peer Mentors and Mentees: 36 students – 16 Writing Peer Mentors, 20 Peer Mentees. Observations: Observational Framework developed from first two phases of research.

- Over 300 students in 1 HEI over three days – transitional

mentoring in action.Slide5

Mentoring Concepts / Theoretical Grounding

Older, Wiser, More Experienced

(Clutterbuck 1991)

TRADITIONAL

Role model

(Moore and

Amey

, 1988)

PEER

Relationship between equals

(Topping 2005)Developmental and mutually beneficial(Higgins and Kram 2001, Anderson and Boud 1996)Slide6

Types of mentoring programme identified at the beginning of the project

Transitional Peer Mentoring

Longer-term

Pastoral Peer Mentoring Writing

Peer-Mentoring (PASS)Aston

Aston: Liverpool Hope

Opt-in University-wideBangor

SheffieldAston also ran a transitional programme covering transitional mentoring

Both Bangor & Sheffield universities transitional peer mentoring programmes incorporated elements of longer-term pastoral mentoring

Opt-out:University-wide / School-Based London MetDiscipline-specific opt-in Slide7

“Transition+” Model of Peer Mentoring Slide8

TRANSITION+... My mentor was very helpful. She was full of understanding about my problems and my issues. She understood what it was like to be new in school and everything... She was at my level and able to help

me

...

I needed a mentor because for me, even though I’ve been in the country for many years, I still feel like a stranger ... ... So I needed a mentor, so I joined. It’s fun and I meet people.

... For me it was a safety net. I was new in school and it was good to know I had someone to work with and to ask

questions...

BelongingnessSlide9

TRANSITION+

Before University the thing that I

was most worried about was making

friends

Relationship Building

Slide10

The importance of relationship building…

The Opportunity to develop a one-to-one relationship is an important part of peer mentoring

…Slide11

TRANSITION+Flexibility

Anyone that says they’re not scared is lying because there is that fear. Everyone has those giant fears of am I going to be liked, am I going to make friends, how am I going to feel living away from home… … you know… you’re afraid of everything, but you’ve got to grow up some time

.

In the first few days for me it wasfeeling out of it… I felt even moreintimidated because being a mature

student, I am forty-odd and they are allso young… they were all in groups andgroups... Slide12

TRANSITION+Employability & Education

…It has helped me a lot in applying for a placement both my having a mentor and being a mentor has broadened my CV and given me a wider range of things to discuss in interviews

… you’re given a friend on the first day… … they’re trained to get on with you and put lots of effort into getting on with you. And if you don’t you can change peer guide, but ultimately you’re given somebody who is going to be your friend in those first few days.

Slide13

Benefits of Mentoring for Mentors..

Agree %

Neutral / NA

%

Disagree %

I feel

part of the

university

68275 I feel I am making more use of the

opportunities available at university63289 I am finding my time at university more enjoyable

65287 I feel my communication skills are more developed53

3413

I

am more committed to completing my course553312 My confidence about my academic skills

has increased

44506 My confidence in using student services has increased

6434

2Slide14

TRANSITION+Managing Expectations

… I think that the mentoring experience changed more than just my university experience, working so closely with people about issues that reflect their concerns and anxieties and the way they think and approach stressful situations is always very

rewarding

… in the first few weeks you don’t have friends on your course. Your mentor is someone to talk with, you feel relaxed actually. You can share with someone. It’s not only mentoring. It’s friendship

.Slide15

Managing Mentoring Relationships: Mentees Perspectives …

Agree %

Neutral / NA

%

Disagree %

I can talk to my mentor about personal

issues512524 I know how to contact my mentor if I need

to9262 Having a mentor has been a positive experience

80155 I would recommend Peer Mentoring to other students82

14

4Slide16

TRANSITION+Reciprocity

Reasons for becoming

a mentor

..

I would have liked it if

someone and metme and told me about the courses... .like

back at the first day of

School, it would havebeen better for

me if I had someone to talk to, to ask

where is this, or how should I do this? That is why I became a mentor. ... I thought it would be nice to helpsomebody who came in as a new student,just to get a hold of new things and might be … maybe I could help them to just get over it quicker Slide17

TRANSITION+ Academic – Social

... For me it was good to have someone who could push me because I’m really bad at reading. It was very nice to have someone who had already been through the exam and could tell me that I wouldn’t make it if I didn’t read. You have to read... she pushed me. That was good.

...We normally met for just an hour because both are mothers. After class we met in a café, we talked for an hour then we had to go home and get our kids from the day care or school. We talked about our families as well as our school work

...Slide18

Mentoring Focus - Moving Beyond Transition: Term 1 and beyondParticipation in peer mentoring helped me make better use of the

academic

o

pportunities available at university [%]Slide19

Relationships, Responsibility, Reciprocity & Recognition ,

Relationships

:

Belongingness & Support

Responsibility

:

Individual &

Organisational

Reciprocity:

Relationships,

Respect & Trust

Recognition

:

Institutional, Vocational & AcademicSlide20

The TRANSITION+ Approach to Peer Mentoring: Conclusions...

Mentees benefit from having a ‘friendly’ face at the University – someone who helps them get a ‘grip’ of the implicit ‘rules’ of the institution from a student perspective.

Mentors benefit greatly in terms of enhanced employability and transferable skills.

Institutions benefits from increased retention & success

The most valuable asset we have as a Sector are our students. Students

want to help other students. Peer Mentors can provide a unique pathway into the institution based upon their own experiences and insights. Slide21

“Transition+” Model of Peer Mentoring Slide22

Setting up a Peer Mentoring Programme Using TRANSITION+: Things to consider

Issue

/

Question

Answer Notes Recruitment: In your HEI do you want to…

Recruit in terms 2/3 or term 1Use application forms:Ask for references:Interview students

Dependent on scale of programme.What ‘checks and balances’ will you need

Training Can you use / adapt available training materialsHow long should training last

Who should training be aimed at Materials available from Aston.What model best suits you?Management

Is opt-in or opt-out model most suitableSchool-based or centrally managedDiscipline-specific or generalAll students – or selection?Aim of peer mentoring? Link to discipline?Slide23

Discussion Points What works for Newcastle?What doesn’t work so well

How can Newcastle’s programme be developed?

Is the Transition+ Model suitable for Newcastle?

How do you

view the p

urpose of Peer Mentoring Academic socialisation Relationship building Slide24

Presenter & Contact DetailsRobin Clark, Head of Learning and Teaching Development, School of Engineering & Applied Science, Aston University. r.p.clark@aston.ac.uk

0121 204 3567

Dr Jane Andrews, Lecturer, MSc Programme Director, School of Engineering & Applied Science, Aston University.

j.e.andrews@aston.ac.uk

0121 204 3363Engineering Education Research Group,http://www1.aston.ac.uk/eas/research/groups/eerg/