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Building Community & Enhancing Graduate Attributes at UNSW: From First Year Peer Mentoring to University Leadership Georgina Barratt-See UNSW Peer Mentoring.

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Presentation on theme: "Building Community & Enhancing Graduate Attributes at UNSW: From First Year Peer Mentoring to University Leadership Georgina Barratt-See UNSW Peer Mentoring."— Presentation transcript:

1 Building Community & Enhancing Graduate Attributes at UNSW: From First Year Peer Mentoring to University Leadership Georgina Barratt-See UNSW Peer Mentoring Coordinator & Julie Grove UNSW Counselling Service

2 Overview (Conference themes) How do you make a difference to the student experience which enhances their chance of success?How do you make a difference to the student experience which enhances their chance of success? How do you know it works? Does research inform practice?How do you know it works? Does research inform practice? How collaborative are you?How collaborative are you? Do you know your students and what adjustments have you made to meet their needs?Do you know your students and what adjustments have you made to meet their needs? Is everyone in your institution working towards a common goal?Is everyone in your institution working towards a common goal?

3 Outline What we’re doing: Mentoring – review and updates on our existing programsWhat we’re doing: Mentoring – review and updates on our existing programs Where we’re going: Evolution into leadership programWhere we’re going: Evolution into leadership program How we’re getting there: Points we’ve learnt regarding collaborationHow we’re getting there: Points we’ve learnt regarding collaboration Your thoughts: Reflection/discussion timeYour thoughts: Reflection/discussion time

4 Peer Started 2001Started 2001 Now existing across 8 facultiesNow existing across 8 faculties Currently working on embedding more programs in Science, Engineering & FBECurrently working on embedding more programs in Science, Engineering & FBE Peer Mentoring websitePeer Mentoring website Previous research informing practicePrevious research informing practice

5 Outline of Mentoring Program September/October – recruitmentSeptember/October – recruitment February – trainingFebruary – training –Establishing a starting point –Communication skills –Referral, ethics & self-care –Working in a group March – April – May – program runsMarch – April – May – program runs May – evaluationMay – evaluation Some programs repeat in Session 2 (for midyear intake)Some programs repeat in Session 2 (for midyear intake)

6 Research Informing Practice Glaser, N., Hall, R., & Halperin, S. (2006) “Students Supporting Students: The Effects of Peer Mentoring on the Experience of First Year University Students” Journal of the Australia and New Zealand Student Services Association: Number 27, April pp4-17.Glaser, N., Hall, R., & Halperin, S. (2006) “Students Supporting Students: The Effects of Peer Mentoring on the Experience of First Year University Students” Journal of the Australia and New Zealand Student Services Association: Number 27, April pp4-17.

7 Glaser, et al. Evaluation of 2004 UNSW mentoring programsEvaluation of 2004 UNSW mentoring programs 36% response (1200 students)36% response (1200 students) Mentees who participated more frequently in the mentoring program were:Mentees who participated more frequently in the mentoring program were: -More likely to feel that they’ve made the transition to UNSW successfully -More likely to feel that they’ve made the transition to UNSW successfully -More likely to feel part of the university community

8 Glaser, et al.

9 % of mentees reporting that the program had some impact on their decision to continue at university related to the use of the mentoring program

10 Research informing practice Healy, M. & Schofield, M. (2007). “Adjustment to University for Local and International Students: Attachment relationships, problem coping style and cultural identity” Presented at the 2nd European Conference on the First Year Experience, 9-11 May 2007, Gothenburg, Sweden. Healy, M. & Schofield, M. (2007). “Adjustment to University for Local and International Students: Attachment relationships, problem coping style and cultural identity” Presented at the 2nd European Conference on the First Year Experience, 9-11 May 2007, Gothenburg, Sweden.

11 Healy & Schofield Adjustment ***only statistically significant figures are quoted) MentoredNot mentored Overall adjustment Psychological adjustment Academic adjustment Social adjustment Institutional attachment Grade Average

12 Outline What we’re doing: Mentoring – review and updates on our existing programsWhat we’re doing: Mentoring – review and updates on our existing programs Where we’re going: Evolution into leadership programWhere we’re going: Evolution into leadership program How we’re getting there: Points we’ve learnt regarding collaborationHow we’re getting there: Points we’ve learnt regarding collaboration Your thoughts: Reflection/discussion timeYour thoughts: Reflection/discussion time

13 Why Leadership Programme? Build community at UNSWBuild community at UNSW Enhance Graduate AttributesEnhance Graduate Attributes Embed service provision (ie mentor training)Embed service provision (ie mentor training)

14 Existing Programmes Faculty of Arts & Social ScienceFaculty of Arts & Social Science Co-op Leadership ProgrammeCo-op Leadership Programme Australian Graduate School of ManagementAustralian Graduate School of Management Faculty of CommerceFaculty of Commerce Student run organisations (eg Yellow Shirts)Student run organisations (eg Yellow Shirts)

15 How is ours different? Shift from Positional Leaders to leadership efficacy in any student.Shift from Positional Leaders to leadership efficacy in any student. Self leadership & self renewalSelf leadership & self renewal Followers & FollowershipFollowers & Followership Group behaviourGroup behaviour Organisational designOrganisational design Ethics & ethical communitiesEthics & ethical communities TeamworkTeamwork

16 Pilot Programme Housed with Faculty of Built EnvironmentHoused with Faculty of Built Environment To be piloted in session 2, 2008To be piloted in session 2, uoc, 4hrs/wk (inc 1hr lecture and 3 hr tutorial)6 uoc, 4hrs/wk (inc 1hr lecture and 3 hr tutorial) Assessment: reflective journal, participation, presentation, collaborative project (inc taking on leadership role).Assessment: reflective journal, participation, presentation, collaborative project (inc taking on leadership role).

17 The best leader is the one who can enable his followers to say, “We did this ourselves.” Lao-tse (600 BC)

18 Graduate Attributes The University of New South Wales will provide an environment that fosters in our students:The University of New South Wales will provide an environment that fosters in our students: the skills involved in scholarly enquirythe skills involved in scholarly enquiry an in-depth engagement with the relevant disciplinary knowledge in its interdisciplinary contextan in-depth engagement with the relevant disciplinary knowledge in its interdisciplinary context the capacity for analytical and critical thinking and for creative problem-solvingthe capacity for analytical and critical thinking and for creative problem-solving the ability to engage in independent and reflective learningthe ability to engage in independent and reflective learning information literacy - the skills to appropriately locate, evaluate and use relevant informationinformation literacy - the skills to appropriately locate, evaluate and use relevant information

19 Graduate Attributes the capacity for enterprise, initiative and creativitythe capacity for enterprise, initiative and creativity an appreciation of, and respect for, diversityan appreciation of, and respect for, diversity a capacity to contribute to, and work within, the international communitya capacity to contribute to, and work within, the international community the skills required for collaborative and multidisciplinary workthe skills required for collaborative and multidisciplinary work an appreciation of, and a responsiveness to, changean appreciation of, and a responsiveness to, change a respect for ethical practice and social responsibilitya respect for ethical practice and social responsibility the skills of effective communication.the skills of effective communication.

20 Contribution of Student Services towards common University goals Blueprint to Beyond: UNSW Strategic Intent Student Experience: Objective and StrategiesStudent Experience: Objective and Strategies 1. A learning and teaching environment that provides an outstanding student experience, with exposure to research, and a vibrant campus life.1. A learning and teaching environment that provides an outstanding student experience, with exposure to research, and a vibrant campus life. 2. International opportunities and perspective – the “global citizen”2. International opportunities and perspective – the “global citizen” 3. A curriculum that produces graduates in high demand by leading employers and graduates who become key decision makers in Australia and the Asia-Pacific region3. A curriculum that produces graduates in high demand by leading employers and graduates who become key decision makers in Australia and the Asia-Pacific region 5. Appropriate financial, educational and personal support.5. Appropriate financial, educational and personal support.

21 Outline What we’re doing: Mentoring – review and updates on our existing programsWhat we’re doing: Mentoring – review and updates on our existing programs Where we’re going: Evolution into leadership programWhere we’re going: Evolution into leadership program How we’re getting there: Points we’ve learnt regarding collaborationHow we’re getting there: Points we’ve learnt regarding collaboration Your thoughts: Reflection/discussion timeYour thoughts: Reflection/discussion time

22 Collaboration – faculty, community, student services Essential component of mentoring and leadership program developmentEssential component of mentoring and leadership program development Requires work - meetings, follow ups, s, etc.Requires work - meetings, follow ups, s, etc. Relationship buildingRelationship building Encouraging ownershipEncouraging ownership SustainabilitySustainability

23 Relationship building Work hardWork hard Give appropriate resources: time and fundingGive appropriate resources: time and funding Networks & building rapportNetworks & building rapport Meet with people in “their space” with “their needs” foremostMeet with people in “their space” with “their needs” foremost Back up your information with researchBack up your information with research “Me too” phenomena“Me too” phenomena

24 Encouraging ownership Assist and “step alongside” initiallyAssist and “step alongside” initially Withdraw in due timeWithdraw in due time Boundaries – flexibility, consistency & appropriatenessBoundaries – flexibility, consistency & appropriateness

25 Sustainability Embed in Faculty/organisation’s eventsEmbed in Faculty/organisation’s events Become part of “student culture” and student clubs can then sustain it (e.g. Com/Law)Become part of “student culture” and student clubs can then sustain it (e.g. Com/Law) Keep reminding and encouragingKeep reminding and encouraging Foster and maintain relevant researchFoster and maintain relevant research Eventually “just what we do”Eventually “just what we do”

26 Outline What we’re doing: Mentoring – review and updates on our existing programsWhat we’re doing: Mentoring – review and updates on our existing programs Where we’re going: Evolution into leadership programWhere we’re going: Evolution into leadership program How we’re getting there: Points we’ve learnt regarding collaborationHow we’re getting there: Points we’ve learnt regarding collaboration Your thoughts: Reflection/discussion timeYour thoughts: Reflection/discussion time

27 Reflection/Discussion Questions?Questions? Comments?Comments? Your programs?Your programs? Institutional differences or different models?Institutional differences or different models?

28 References Budge, S. (2006). “Peer Mentoring in Post-Secondary Education: Implications for Research and Practice”. Journal of College Reading and Learning, 37 (1), Fall 2006.Budge, S. (2006). “Peer Mentoring in Post-Secondary Education: Implications for Research and Practice”. Journal of College Reading and Learning, 37 (1), Fall Budny, D., Paul, C.A., Bon, L. (2006). The Impact Peer Mentoring Can have on Freshman Students. 36th ASEE/IEEE Frontiers in Education Conference, 28 – 31 October, 2006, San Diego, CA.Budny, D., Paul, C.A., Bon, L. (2006). The Impact Peer Mentoring Can have on Freshman Students. 36th ASEE/IEEE Frontiers in Education Conference, 28 – 31 October, 2006, San Diego, CA. Glaser, N., Hall, R., & Halperin, S. (2006) “Students Supporting Students: The Effects of Peer Mentoring on the Experience of First Year University Students” Journal of the Australia and New Zealand Student Services Association: Number 27, April pp4- 17.Glaser, N., Hall, R., & Halperin, S. (2006) “Students Supporting Students: The Effects of Peer Mentoring on the Experience of First Year University Students” Journal of the Australia and New Zealand Student Services Association: Number 27, April pp Healy, M. & Schofield, M. (2007). “Adjustment to University for Local and International Students: Attachment relationships, problem coping style and cultural identity” Presented at the 2nd European Conference on the First Year Experience, May 2007, Gothenburg, Sweden.Healy, M. & Schofield, M. (2007). “Adjustment to University for Local and International Students: Attachment relationships, problem coping style and cultural identity” Presented at the 2nd European Conference on the First Year Experience, May 2007, Gothenburg, Sweden. Peat, M., Dalziel, J. & Grant, A.M. (2001) “Enhancing the First Year Student Experience by Facilitating the Development of Peer Networks through a One-Day Workshop” Higher Education Research & Development, 20, 2, pp Peat, M., Dalziel, J. & Grant, A.M. (2001) “Enhancing the First Year Student Experience by Facilitating the Development of Peer Networks through a One-Day Workshop” Higher Education Research & Development, 20, 2, pp Sanchez, R.J., Bauer, T.N., & Paronto, M.E. (2006). “Peer-Mentoring Freshmen: Implications for Satisfaction, Commitment, and Retention to Graduation.” Academic of Management Learning and Education, 2006, Vol. 5, No. 1, 25-37Sanchez, R.J., Bauer, T.N., & Paronto, M.E. (2006). “Peer-Mentoring Freshmen: Implications for Satisfaction, Commitment, and Retention to Graduation.” Academic of Management Learning and Education, 2006, Vol. 5, No. 1, 25-37


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