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Using part-time students as mentors

Using part-time students as mentors. John Davies. Part-time students. Civil engineering: 30% of u/g cohort Day release: 1 day with us; 4 days at work Knowledge and experience of the industry Apply ‘professional skills’, in (e.g.) time management, to studying

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Using part-time students as mentors

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  1. Using part-time studentsas mentors John Davies

  2. Part-time students • Civil engineering: 30% of u/g cohort • Day release: 1 day with us; 4 days at work • Knowledge and experience of the industry • Apply ‘professional skills’, in (e.g.) time management, to studying • Already need ‘CP credits’ (Contact with Practice)

  3. Mentoring scheme • An option for earning CP credits • Part-time students to act as mentors to full-time students • Mix of peer mentoring and industrial mentoring – potentially better than both • Give full-time students contact with a practising professional who is also a student on their course

  4. 2010/11 • Part-time - gain CP credits; full-time - open • Mentoring training, preparation • Groups formed (6): 2 mentors + 4 or 5 full-time • 6 meetings (4 in term 1, 2 in term 2) • Guidance provided to mentors and full-timers: encouraged to discuss work and course • Report attendance

  5. Assessment Credit-bearing for part-time students • Participation / records / attendance • ICE Development Objectives • Support other individuals’ training and development. • Communicate with others at all levels (presentations, exchange of information). • Demonstrate personal and social skills. Awareness of the needs and concerns of others, set an example for others to follow. • Promotion of the construction industry.

  6. Evaluation (2010/11) • Separate meetings for mentors and mentees • Individual questionnaire then facilitated discussion • 12 mentors • 5 full-timers

  7. Overall perception by full-time students of effectiveness • Unanimously positive • Was very interesting and informative; explained types of roles in the industry well. • They were really enthusiastic about answering our questions.

  8. What do you think you got out of having a mentor? • Gaining a better understanding of what life is like in employment and an idea of how I can prepare myself for future employment, qualities, etc. • A dose of reality. A bridge to the outside and the ability to talk to someone with experience.

  9. Topics covered(from mentor questionnaires)

  10. Benefits for mentors • Professional development? • It’s something to put there … competencies for the ICE … • We’re certainly better at doing that role than we were before … any experience is good experience being a mentor … but I don’t think it’s been a massive development • Not relevant, professionally ...

  11. Personal satisfaction? • Made me think about explaining things in a less technical way • Improved person skills with increased ability to share knowledge. Improved my own understanding of my personal development. • My first real experience of teaching/guiding in civil engineering matters.

  12. Groups • Mentors didn’t have to take the lead • Perfect group: 2 mentors and 4 full-time • But problem with engagement by some first year students

  13. I’d say we were quite fortunate … most of our mentees turned up, and as it went on more and more turned up ... but I think we were more the exception ... • ‘We had one that was quite keen … out of the five … but she didn’t turn up half the time as well … not that keen! … that was our main problem • Once they were there they were keen and interested but getting them there was the hard bit. • We had it completely different ... we’d got to point where we’d done all six [meetings] last term … then we’ve got emails saying when’s the next meeting? …

  14. 2011/12 • Some mentors met with first year full-time students; including workplace visit • Some with second year full-time students supporting realistic project work • Lessons learnt: motivation of full-time students

  15. 2011 / 12 / 13 ... • Practice Transfer Adopters: • Nottingham Trent • Derby • London South Bank • Lessons learnt: motivation of part-time students

  16. 2012/13 • At Coventry, one-to-one mentoring • Full-time and part-time students from a greater range of cohorts • A waiting list of full-timers • Easier to organise and monitor

  17. Conclusions • Definitely worthwhile, and continuing • Treating part-time students as a resource • Key: motivating the full-time students • Adopting universities will evolve practice • Must suit local context

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