Peer mentoring at Newcastle University – why it works and how to go forward Colin Bryson
The research on mentoring What is the objective? Distinguish between PAL and mentoring Lots of anecdotal support Potter & Hampton (2009) – Students supporting students Andrews and Clark (2011) – comparative study Bryson and Philipson (2011) – Newcastle study NU T&L 2012
Newcastle - The 16 schemes in 2011 Across all subjects Buddying (5), PAL (1) and peer mentoring (10 although 2 also had PAL element) PG (3), UG first year (12), foundation/pre- entry (1) 5 schemes specifically aimed at international students NU T&L 2012
Diversity and variety! Instigation (by staff or student or both) Management (by staff or student or both) Mentor roles (e.g. scheduled or informal meetings) Staff involvement (only 5 had ongoing support) Selection and recruitment Training Support for mentors Reward and recognition Evaluation and evolution NU T&L 2012
Features of strong schemes Designers had drawn on good (wider) practice! Well embedded – strong recruitment Inclusive (covered all) Students all aware of the benefits of participation Developed community and belonging Offered induction into values and system and an opportunity to contribute to these Created opportunity for empowerment and shared ownership of the learning process Created a partnership model NU T&L 2012
Principles for Newcastle Minimum standards by 2013…with transition to improved practice Main model – group mentoring Right blend of local/central – objectives and ownership (but also support) Co-ownership but serious staff investment (‘champion’ role) Inclusivity and integration in mentee participation Embed mentoring in induction and last until Xmas Mentors building and maintaining strong relations with mentees Formal processes - rigour in – recruitment/training/staff support/recognition and reward Regular evaluation and refinement of schemes NU T&L 2012