Integrating peer-mentoring into the psychology curriculum: from an extended induction to an academic skills course.

Dr Patrick RosenkranzPsychology

Peer-mentoring in HE

• Peer-mentoring is becoming more prevalent in UK HE institutions.

(Phillips, Swanson & Morgan-Klein, 2005)

• Peer-mentoring is generally seen as a propitious method of supporting the transition of new students to university

(Husband & Jacobs, 2009; Jacobi, 1991; Lahman, 1999)

Peer –mentors in Psychology?

• Discussing expectations and perceptions of psychology.

• Extra support for development of diverse academic skills.

• Mentoring as a preparation for professional practice.

Aims of the peer-mentoring

1. Supporting transition from school to university.

2. Creating peer groups that support learning

3. Guidance in academic skills.

Development

2008 Extended Induction

2009 Extended Induction

2010 Psychological Enquiry

2011 Psychological Enquiry

Stage 3: Recruitment of mentors

Stage 3 cohort 10 Mentors

•Recruitment on a voluntary basis

•Emphasis on development of graduate skills

•Rewards: Certificate, book tokens, salary ( in 2009).

Stage 1: Each student is assigned a mentor group

100 Stage 1 students = 10 groups of 10 students

Nested Mentoring

Stage 1 Director

Stage 3 Mentors

Stage 1 Mentees

Attendance

Session 0 Session 1 Session 2 Session 3 Session 40

10

20

30

40

50

60

70

80

90

100

2008/92009/10

% A

tten

danc

e

Challenges

• How can attendance/relevance to students be improved?

• Further development of academic skills training.

Psychological Enquiry 1

• Peer-mentoring is housed in new academic skills module.

• Peer-mentoring is paired with formal training in IT skills, essay –writing and presentations skills.

• Psychological Enquiry links in with other modules in Semester 1.

Psychological Enquiry 1

Basics Skills • Bibl. Databases• IT skills

Academic writing• Plagiarism• Essay writing• Referencing

Presentation Skills• PowerPoint• Presentations

Session 0: Induction

Session 1: Psychology myths

Session 2: Essay plan

Session 3: Essay draft/ peer-assessment

Session 4: Presentations

Evaluation

• TEQ –style questionnaires to both mentors and mentees at the end of the semester.

• Includes open-ended questions for comments.

• Attendance data taken by mentors at their session.

Attendance

Session 0 Session 1 Session 2 Session 3 Session 40

10

20

30

40

50

60

70

80

90

100

2008200920102011%

Atten

danc

e

Overall ratings

EI2008 EI2009 PSY1001_2010 PSY1001_20110

1

2

3

4

5

MentorsMentees

Aims

EI2008 EI2009 PSY1001_2010 PSY1001_20110

1

2

3

4

5

TransitionAcademic SkillsSocial Integration

How useful were the sessions?

Sessio

n 1: Inducti

on

Sessio

n 2: Intro

/Test

your P

sychology

IQ

Sessio

n 3: Essay

plan

Sessio

n 4: Essay

draft/P

eer as

sessm

ent

Sessio

n 5: Pres

entati

ons0

1

2

3

4

5

20102011

Conclusions

• Peer-mentoring is generally positively received by mentees and mentors.

• Students value the social integration into degree course and creation of a peer support network.

• Mentors appreciate the opportunity to develop their communication skills and to pass on their experience.

Conclusions

• Attendance at mentor sessions is significantly improved for PSY1001.

• Embedding of mentoring within module allows for greater interplay between staff –led teaching and mentor-led support.

• Mentor sessions provide a supportive environment to practice new academic skills.

Challenges

Getting the balance right:

– Mentors can’t replace members of staff.

– Managing expectations of mentees about the role of the mentor.

Directions

• 2012: Piloting smaller sized groups.

• 2013: Professional skills module: final year students can use their experience as mentors to reflect on their skills development.

Thanks for listening !

Acknowledgements:Thanks to Rebecca McCready ,Linda Errington ,Sue Vecsey and Alex Inskip for their contributions to Psychological Enquiry.

Husband, P. A., & Jacobs, P. A. (2009). Peer mentoring in higher education: A review of the current literature and recommendations for implementation of mentoring schemes. The Plymouth Student Scientist, 2(1), 228-241.

Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532.

Lahman, M. P. (1999, November). To what extent does a peer mentoring program aid in student retention? Paper presented at the 85th Annual Meeting of the National Communication Association, Chicago.

Phillips, R., Swanson, V., & Morgan-Klein, B. (2005). Student helping students: The effectiveness of peer mentoring in UK higher education. Proceedings of the British Psychological Society, 13(2), 122.