3.6 using student peer mentors to facilitate teaching and learning in a collaborative and engaging...

Click to edit Master title style

Using Peer Mentors to facilitate teaching

and learning in a collaborative and

engaging way

Four years of Peer MentoringFacts, Figures & FeedbackFuture recommendations

Liz George and Desislava Andonova, Employability & Enterprise (E&E), 24 June’16

Click to edit Master title stylePeer story

Peer mentoring is one of 5 different mentoring schemes in E&E. Delivered by students to students, using those who have completed a unit, to encourage and help those completing learning.

Developed from the “Supplemental Instruction” (SI)- model first pioneered at the University of Missouri in 1973.

Peer Assisted Learning (PALS) in the UK. Peer Assisted Study Sessions (PASS) in Australia.

UK universities have developed Peer2Peer (P2P) schemes to meet their own academic environments: Manchester, Manchester Metropolitan, Aston, Kingston, Bournemouth, West of England and Solent.

Click to edit Master title style Solent delivered Peer Mentoring to support a

range of its units between 2012–16

Students were supported in their studies by more experienced students (Peer Mentors) who facilitated learning

Assisted students practically to: - develop learning strategies - enhance subject understanding

- improve engagement and participation

Peer mentoring is timetabled within unit delivery

Partnership with course teams, mentors and central team.

4 years of peer mentoring at Solent

Click to edit Master title stylePeer Mentors (PM)

PMs were recommended by lecturers, trained (2-6 hrs) and supported by E&E

PMs facilitated fortnightly sessions (course teams or E&E those in-between)

PMs also delivered drop-in sessions when appropriate Material and content for learners was developed with them Worked within: Fashion IT courses Business courses Extreme Sport & Adventure PR Events Health & Fitness Finance & Acc

Tourism Cruise Criminology Social work Psychology Sport & Football courses Engineering courses Technology courses


159 Peer Mentors

2012 – 2013: 282013 – 2014: 472014 – 2015: 202015 – 2016: 64

By year and School

2012-13 2013-14 2014-15 2015-16 Total0

10

20

30

40

50

60

70

80

90

16

29

1418

77

5 6 4

33

48

26

0 0

85 6

2

10

23

0 0 03 3

Business, Law & Communications Sport, Health & Social Sciences Art, Design & Fashion Media Arts & TechnologyMaritime Science & Engineering


159 Peer Mentors

By student level/ year

First years - 19Second years - 56Third years - 84


Range of projects and numbers delivering in each area, per year.

It clearly highlights the significant development of projects in 2015-16.

2012-16 Projects

Click to edit Master title style64 Peer Mentors2015-16

Click to edit Master title styleLearner feedback

326 learners who received peer mentoring support

As a result of having peer mentors in your sessions, how confident do you feel about this subject?

(2012-2016)

More confidence gained


How have you improved as a result of having peer mentors in your sessions?

(2012-2016)

Learner feedback

Confidence, ability/skills, enjoyment


“Listen to someone who has been there before me”

“A different interpretation of the subject”

“Having someone who I can ask for help who isn't in authority”

“I’m more calm as they had the same thoughts and fears as me”

“Being able to share experiences both good and bad for us to learn

from”

“They gave their experience and could advise on a more personal

level”

Learner quotes


Now you have delivered a few sessions, what range of skills and attributes do you feel you have developed doing this?

(2012-2016)

PM feedback

Confidence, presentation skills, leadership


How much do you feel this has helped your next steps towards your future careers?

(2015-16)

PM feedback

Career progression

Click to edit Master title styleAcademic feedback

“The students who attended the mentoring sessions have very good coursework results.”

“A greater percentage of students have submitted assessments (either on time or late) on the units that have had support from peer mentors.”

“It has eased my workload a little which has been good as the students are very trustworthy and reliable. Attendance has been excellent throughout which may indicate higher engagement than previous years”

“They are putting across the same message as us so we appear more credible - delivery of the same message from both really helps to reinforce it.”

Click to edit Master title styleSkills developed

“Confidence, presentation skills, negotiating skills.”

“Much more confident and willing to put themselves forward for additional responsibilities. Improved communication and attitude to their own studies”

“Confidence in their subject knowledge, and realisation that they can run learning and teaching sessions well”

“Planning and organisation skills, the ability to implement lesson plans. Ability to understand and follow guidelines, to practice them effectively”

“Mentoring , listening, organisation, communication, teaching skills”

“Working with a diverse range off learners, managing challenging behaviour”


Impact on teaching & learning

Within Maths, Foundation (Sport, Football, Events, Tourism) and Coaching Innovation Programme

Initial results indicate an increase in pass rates from 2015.

Click to edit Master title styleFuture recommendations

Build on success and strengthen the role that course teams play, including their involvement with peer mentor training.

Explore ways that peer mentoring would work with the creative courses.

Use previous peer mentors to support/train/coordinate new peer mentors.

Find a way to officially recognise, award or credit peer mentors.

Pilot weekly rather than fortnightly engagement.

Investigate “enterprise” peer mentors.


Thank you for listening!

Any questions?

3.6 using student peer mentors to facilitate teaching and learning in a collaborative and engaging...

Education