The Transition+
Approach to Peer
Mentoring – A Route
to Student Success
Dr Jane Andrews & Dr Robin Clark
Engineering Education Research
Group
j.e.andrews@aston.ac.uk
r.p.clark@aston.ac.uk
Research
Partners
Oslo
Research
through
Partnership
Liverpool Hope
University
Sheffield
University
Bangor University
Aston
University
London
Metropolitan
University
Methodology: What we did & How we did
it …
Multiple case-study design
Mixed methodological approach
Mapping of activity: Content analysis
Literature review
Pilot survey
Survey
Interviews
Focus groups
Observations
Sample & Methodological Tools
Pilot Survey: 302 students in 5 HEIs
Aston: Bangor: Sheffield: Liverpool Hope: LMU
Main Survey: 374 students in 3 HEIs
Aston: Bangor: Sheffield
Qualitative Interviews & Focus Groups: 97 students; 4 HEIs
- Aston: Bangor: Oslo: Sheffield: 61 students – 32 peer mentors, 29
peer mentees
- Mixture of ‘transitional and pastoral peer mentors and mentees’
- Writing Peer Mentors and Mentees: 36 students – 16 Writing Peer
Mentors, 20 Peer Mentees.
Observations: Observational Framework developed from
first two phases of research.
- Over 300 students in 1 HEI over three days – transitional
mentoring in action.
Mentoring Concepts / Theoretical Grounding
TRADITIONAL
Older, Wiser, More Experienced
(Clutterbuck 1991)
Role model
(Moore and Amey, 1988)
PEER
Relationship between equals
(Topping 2005)
Developmental and mutually
beneficial
(Higgins and Kram 2001, Anderson and
Boud 1996)
Types of mentoring programme identified
at the beginning of the project
Transitional Peer
Mentoring
Bangor
Sheffield
Aston also ran a
transitional
programme covering
transitional
mentoring
Longer-term Pastoral
Peer Mentoring
Writing PeerMentoring
(PASS)
Aston
Aston:
Liverpool
Hope
Both Bangor & Sheffield
universities transitional
peer mentoring
programmes
incorporated elements
of longer-term pastoral
mentoring
Opt-in Universitywide
Opt-out:
University-wide /
School-Based
London Met
Discipline-specific
opt-in
“Transition+” Model of Peer Mentoring
ACTIVITY
MANAGEMENT
1 MENTOR – 3 TO 5
MENTEES
FLEXIBILITY
RECIPROCITY
MENTOR
PREPARATION
RECRUITMENT
TRAINING
ON-GOING SUPPORT
REWARD AND
RECOGNITION
VOLUNTARY ACTIVITY
ACCREDITION
CELEBRATION
OPPORTUNITY
PRE-TERM
ALLOCATION
MENTEE-CENTRIC
DISCIPLINE FOCUS
SHARING OF
CONTACT DETAILS
PROGRAMME
FEATURES
OPT OUT - CAPTURE
ALL NEW STUDENTS
UNIVERSITY WIDE
SCHOOL BASED
RELATIONSHIP
MANAGEMENT
MATCHING
UNDERSTANDING
EMPATHY
CONFIDENTIALITY
"TRANSITIONAL+“
PEER MENTORING
A Solid Foundation for
New Students:
MUTUALLY BENEFICIAL
INSTITUTIONALLY
EMBEDDED
MENTORING FOCUS
INITIAL SOCIAL
SUPPORT
EVOLVES TO
CAPTURE ACADEMIC
NEEDS AND
ASPIRATIONS
TRANSITION+
Belongingness
... My mentor was very helpful. She was full of
understanding about my problems and my
issues. She understood what it was like to
be new in school and everything... She was
at my level and able to help me
... I needed a mentor because for me, even
though I’ve been in the country for many
years, I still feel like a stranger ... ... So I
needed a mentor, so I joined. It’s fun and I
meet people.
... For me it was a safety net. I was new in
school and it was good to know I had
someone to work with and to ask
questions...
TRANSITION+
Relationship Building
Before University the thing that I
was most worried about was making
friends
The importance of relationship building…
The Opportunity to develop a one-to-one relationship is an
important part of peer mentoring…
TRANSITION+
Flexibility
Anyone that says they’re not scared is
lying because there is that fear.
Everyone has those giant fears of am I
going to be liked, am I going to make
friends, how am I going to feel living
away from home… … you know…
you’re afraid of everything, but you’ve
got to grow up some time.
In the first few days for me it was
feeling out of it… I felt even more
intimidated because being a mature
student, I am forty-odd and they are all
so young… they were all in groups and
groups...
TRANSITION+
Employability & Education
…It has helped me a lot in applying
for a placement both my having a
mentor and being a mentor has
broadened my CV and given me a
wider range of things to discuss in
interviews
… you’re given a friend on the first day…
… they’re trained to get on with you and
put lots of effort into getting on with you.
And if you don’t you can change peer
guide, but ultimately you’re given
somebody who is going to be your friend
in those first few days.
Benefits of Mentoring for Mentors..
I feel part of the university
Agree % Neutral / NA %Disagree %
68
27
5
I feel I am making more use of the
opportunities available at university
63
28
9
I am finding my time at university more
enjoyable
65
28
7
I feel my communication skills are more
developed
53
34
13
I am more committed to completing my
course
55
33
12
My confidence about my academic skills
has increased
44
50
6
My confidence in using student services
has increased
64
34
2
TRANSITION+
Managing Expectations
… I think that the mentoring experience
changed more than just my university
experience, working so closely with
people about issues that reflect their
concerns and anxieties and the way they
think and approach stressful situations is
always very rewarding
… in the first few weeks you don’t have
friends on your course. Your mentor is
someone to talk with, you feel relaxed
actually. You can share with someone.
It’s not only mentoring. It’s friendship.
Managing Mentoring Relationships:
Mentees Perspectives …
Agree %
Neutral /
NA %
Disagree
%
I can talk to my mentor about personal
issues
51
25
24
I know how to contact my mentor if I
need to
92
6
2
Having a mentor has been a positive
experience
80
15
5
I would recommend Peer Mentoring to
other students
82
14
4
TRANSITION+
Reciprocity
Reasons for becoming
a mentor
.. I would have liked it if someone and met
me and told me about the courses... .like
back at the first day of School, it would have
been better for me if I had someone to talk
to, to ask where is this, or how should I
do this? That is why I became a mentor.
... I thought it would be nice to help
somebody who came in as a new student,
just to get a hold of new things and might be
… maybe I could help them to just get over it
quicker
TRANSITION+
Academic – Social
... For me it was good to have someone
who could push me because I’m really
bad at reading. It was very nice to have
someone who had already been through
the exam and could tell me that I wouldn’t
make it if I didn’t read. You have to read...
she pushed me. That was good.
...We normally met for just an hour
because both are mothers. After class we
met in a café, we talked for an hour then
we had to go home and get our kids from
the day care or school. We talked about
our families as well as our school work...
Mentoring Focus - Moving Beyond
Transition: Term 1 and beyond
Participation in peer mentoring helped me make better use of
the academic opportunities available at university [%]
Relationships, Responsibility, Reciprocity &
Recognition
,
Relationships: Belongingness & Support
Responsibility: Individual & Organisational
Reciprocity: Relationships,
Respect & Trust
Recognition: Institutional,
Vocational & Academic
The TRANSITION+ Approach to Peer
Mentoring: Conclusions...
1. Mentees benefit from having a ‘friendly’ face at the University
– someone who helps them get a ‘grip’ of the implicit ‘rules’
of the institution from a student perspective.
2. Mentors benefit greatly in terms of enhanced employability
and transferable skills.
3. Institutions benefits from increased retention & success
The most valuable asset we have as a Sector are our
students. Students want to help other students.
Peer Mentors can provide a unique pathway into
the institution based upon their own experiences
and insights.
“Transition+” Model of Peer Mentoring
ACTIVITY
MANAGEMENT
1 MENTOR – 3 TO 5
MENTEES
FLEXIBILITY
RECIPROCITY
MENTOR
PREPARATION
RECRUITMENT
TRAINING
ON-GOING SUPPORT
REWARD AND
RECOGNITION
VOLUNTARY ACTIVITY
ACCREDITION
CELEBRATION
OPPORTUNITY
PRE-TERM
ALLOCATION
MENTEE-CENTRIC
DISCIPLINE FOCUS
SHARING OF
CONTACT DETAILS
PROGRAMME
FEATURES
OPT OUT - CAPTURE
ALL NEW STUDENTS
UNIVERSITY WIDE
SCHOOL BASED
RELATIONSHIP
MANAGEMENT
MATCHING
UNDERSTANDING
EMPATHY
CONFIDENTIALITY
"TRANSITIONAL+“
PEER MENTORING
A Solid Foundation for
New Students:
MUTUALLY BENEFICIAL
INSTITUTIONALLY
EMBEDDED
MENTORING FOCUS
INITIAL SOCIAL
SUPPORT
EVOLVES TO
CAPTURE ACADEMIC
NEEDS AND
ASPIRATIONS
Setting up a Peer Mentoring Programme
Using TRANSITION+: Things to consider
Issue / Question
Answer
Notes
Recruitment: In your HEI do you want to…
Recruit in terms 2/3 or term 1
Use application forms:
Ask for references:
Interview students
Dependent on scale of
programme.
What ‘checks and balances’
will you need
Training
Can you use / adapt available training
materials
How long should training last
Who should training be aimed at
Materials available from
Aston.
What model best suits you?
Management
Is opt-in or opt-out model most suitable
School-based or centrally managed
Discipline-specific or general
All students – or selection?
Aim of peer mentoring?
Link to discipline?
Discussion Points
What works for Newcastle?
What doesn’t work so well
How can Newcastle’s programme be
developed?
Is the Transition+ Model suitable for Newcastle?
How do you view the purpose of Peer Mentoring
Academic socialisation
Relationship building
Presenter & Contact Details
Robin Clark, Head of Learning and Teaching Development,
School of Engineering & Applied Science, Aston University.
r.p.clark@aston.ac.uk 0121 204 3567
Dr Jane Andrews, Lecturer, MSc Programme Director, School of
Engineering & Applied Science, Aston University.
j.e.andrews@aston.ac.uk 0121 204 3363
Engineering Education Research Group,
http://www1.aston.ac.uk/eas/research/groups/eerg/