Effective academic mentorship in the
transition, retention and success of
low SES science students
Dr Gerry Rayner
School of Biological Sciences,
Faculty of Science
AMiS - Academic Mentorship in Science
The program
• one-on-one contact with academic mentor
~1/2 hr wk-1
• email and/or telephone contact
• focus groups
• dedicated Moodle discussion group
Intended students
• low SES, disabled, mature age, indigenous
Aims of AMiS
1. Help students navigate transition
2. Inculcate a sense of ‘belonging’
3. Inform re facilities and services
4. Inform expectations re study, revision
5. Foster independent learning
6. Getting the most from pracs / lectures
7. Enhance generic skills
AMiS – How do we know if we
made a difference?
“University seems like a big faceless organisation
• Students became noticeably less reliant
compared with school, so having a mentor was
•
They
tolda us
they
themeant
program
like
putting
face
to itloved
and also
I was able
to No
askmentored
questions and
get answers
without
•
students
withdrew
or
spending ages to find out where I had to go to ask
discontinued
the questions I had in the first place”
90
35
80
30
60
50
40
25
Frequency (%)
Mean number / mark
70
20
• They succeeded in first year
30
15
“My mentor helped me lower my stress levels. On
• They
completed
degree
and some
top
of this
she helpedtheir
me learn
the ways
in which
continued or
into
Hons and beyond
student/tutor
student/lecturer
interactions are
managed at uni.”
10
20
10
0
5
0
Mean number
quizzes
completed
Mean miniquiz
N
mark
PMean prac
mark
Mean essay
C
mark
Grade
Mean final
D
exam mark
Mean overall
HD
Biology mark
Assessment number / type
Access
Monash
students
(n=15)
Access
Monash
Students
Other BIO1011
Non-Access
Monashstudents
students (n=765)