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Peer mentoring

Peer mentoring. Academic support for students enrolling in the Bachelor in Applied Social Sciences (BASS). Overview of this presentation. Overview of BASS and CASS programmes Rationale for offering a mentoring programme to support student learning

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Peer mentoring

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  1. Peer mentoring Academic support for students enrolling in the Bachelor in Applied Social Sciences (BASS)

  2. Overview of this presentation • Overview of BASS and CASS programmes • Rationale for offering a mentoring programme to support student learning • Description of the mentoring programme and the place of peer-mentoring • Does peer-mentoring make a difference to student outcomes?

  3. BASS development • New degree inaugurated in 2003 • Certificate in Applied Social Sciences (CASS) offered to support new students who have no tertiary study experience • Open entry for adults • Many mature, but unqualified students attracted into careers in social work, counselling and psychotherapy

  4. Mentoring • Offered in three different ways • Tutor mentoring - available to all students whenever they feel the need for extra support and guidance from all tutors • Group mentoring - offered at twice weekly lunchtime sessions where students can bring any issues for tutor and/or peer comment

  5. Peer mentoring • Was developed as a response to student comments gathered through focus groups • Voluntary participation • Mentors are volunteers who have successfully completed at least three courses in the programme • Mentees complete an application

  6. Mentors and mentees are partnered according to the following • Gender • Ethnicity • Age • Vocation

  7. Does peer-mentoring make a difference? Since its inception, the programme has been evaluated through an action research project This has involved focus groups and surveys as well as reflection on informal feedback and comment

  8. The latest round of the research project In semester 2 2005 and semester 1 2006 we surveyed all the students who had taken part in the peer-mentoring programme This involved approximately 61 students and we had a response rate of 54%

  9. How useful is peer mentoring?

  10. Which aspects of mentoring were most useful?

  11. So - we have the perfect system then? Of course not. • Some of the students who participated in the peer-mentoring programme did not find it useful. • For a few students problems such as not meeting for appointments and personality clashes arose. • Some mentees found that they were better equipped for academic work than they had initially thought and made little use of their mentor. • Some mentors found that the phone number they were given was not answered.

  12. Is the mentoring programme worth the effort? The feedback from students using the focus groups and survey questionnaires would suggest that, overall, the mentoring programme is very worthwhile. As one mentee stated: Talking to someone who had gone through and achieved the tasks which often seemed huge, brought them into perspective. Seeing how we had to tackle an assignment gave me a clearer picture of what was expected.

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