Student Academic Mentoring (SAM): peer support and undergraduate study.

  • Gillian Pye Edge Hill University
  • Susan Williams Edge Hill University
  • Linda Dunne Edge Hill University
Keywords: Peer mentoring, socialisation, belonging, communities of practice

Abstract

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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Author Biographies

Gillian Pye, Edge Hill University
Senior Lecturer professional Education and Programme Leader, Faculty of Education
Susan Williams, Edge Hill University
Lecturer Porfessional Education
Linda Dunne, Edge Hill University
Lecturer and Research Fellow, Faculty of Education
Published
2016-05-03
How to Cite
Pye, G., Williams, S. and Dunne, L. (2016) “Student Academic Mentoring (SAM): peer support and undergraduate study.”, Journal of Learning Development in Higher Education. Plymouth, UK, 00. doi: 10.47408/jldhe.v0i0.333.