Student Academic Mentoring (SAM): peer support and undergraduate study.
University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differin...
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| Format: | Article |
| Language: | English |
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Association for Learning Development in Higher Education (ALDinHE)
2016-05-01
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| Series: | Journal of Learning Development in Higher Education |
| Subjects: | |
| Online Access: | https://repl.gianfj.com/index.php/jldhe/article/view/333 |
| _version_ | 1823967064728010752 |
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| author | Gillian Pye Susan Williams Linda Dunne |
| author_facet | Gillian Pye Susan Williams Linda Dunne |
| author_sort | Gillian Pye |
| collection | DOAJ |
| description | University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differing mentoring schemes emerge from particular contexts. The purpose of the case study research presented in this paper was to critically evaluate an academic mentoring project that involved year 2 undergraduate students mentoring year 1 students on an education-based degree. The tripartite structural approach involved individual, small group and in-class mentoring. Research data was collected via semi-structured interviews, focus groups, questionnaires and student, mentor and tutor evaluations. The main themes that emerged, following analysis, relate to academic support, socialisation and attrition. Findings also highlight the benefits of a mentoring project that took various forms rather than a singular approach. Scaffolded, collaborative learning, in co-caring communities of practice, appeared to positively affect year 1 student confidence, self-efficacy and motivation. Other benefits included easing the transition from school to university and engendering a sense of belonging.
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| first_indexed | 2024-12-17T18:22:06Z |
| format | Article |
| id | doaj.art-c27d64e93959432da189455f5e6f7b51 |
| institution | Directory Open Access Journal |
| issn | 1759-667X |
| language | English |
| last_indexed | 2024-12-17T18:22:06Z |
| publishDate | 2016-05-01 |
| publisher | Association for Learning Development in Higher Education (ALDinHE) |
| record_format | Article |
| series | Journal of Learning Development in Higher Education |
| spelling | doaj.art-c27d64e93959432da189455f5e6f7b512022-12-21T21:37:31ZengAssociation for Learning Development in Higher Education (ALDinHE)Journal of Learning Development in Higher Education1759-667X2016-05-0110.47408/jldhe.v0i0.333Student Academic Mentoring (SAM): peer support and undergraduate study.Gillian Pye0Susan Williams1Linda Dunne2Edge Hill UniversityEdge Hill UniversityEdge Hill UniversityUniversity mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differing mentoring schemes emerge from particular contexts. The purpose of the case study research presented in this paper was to critically evaluate an academic mentoring project that involved year 2 undergraduate students mentoring year 1 students on an education-based degree. The tripartite structural approach involved individual, small group and in-class mentoring. Research data was collected via semi-structured interviews, focus groups, questionnaires and student, mentor and tutor evaluations. The main themes that emerged, following analysis, relate to academic support, socialisation and attrition. Findings also highlight the benefits of a mentoring project that took various forms rather than a singular approach. Scaffolded, collaborative learning, in co-caring communities of practice, appeared to positively affect year 1 student confidence, self-efficacy and motivation. Other benefits included easing the transition from school to university and engendering a sense of belonging. ÃÂhttps://repl.gianfj.com/index.php/jldhe/article/view/333Peer mentoringsocialisationbelongingcommunities of practice |
| spellingShingle | Gillian Pye Susan Williams Linda Dunne Student Academic Mentoring (SAM): peer support and undergraduate study. Journal of Learning Development in Higher Education Peer mentoring socialisation belonging communities of practice |
| title | Student Academic Mentoring (SAM): peer support and undergraduate study. |
| title_full | Student Academic Mentoring (SAM): peer support and undergraduate study. |
| title_fullStr | Student Academic Mentoring (SAM): peer support and undergraduate study. |
| title_full_unstemmed | Student Academic Mentoring (SAM): peer support and undergraduate study. |
| title_short | Student Academic Mentoring (SAM): peer support and undergraduate study. |
| title_sort | student academic mentoring sam peer support and undergraduate study |
| topic | Peer mentoring socialisation belonging communities of practice |
| url | https://repl.gianfj.com/index.php/jldhe/article/view/333 |
| work_keys_str_mv | AT gillianpye studentacademicmentoringsampeersupportandundergraduatestudy AT susanwilliams studentacademicmentoringsampeersupportandundergraduatestudy AT lindadunne studentacademicmentoringsampeersupportandundergraduatestudy |