1. REVERSE MENTORING A DUBLIN CITY UNIVERSITY PILOT Helena McCanney
Reverse Mentoring at DCU – the WHAT, WHY AND HOW
Helena McCanney
Learning & Development, DCU

2. Collaborative Knowledge Exchange
Crannóg
Collaborative Knowledge Exchange
For Learning Impact
Project is part of Forum-funded Collaborative Knowledge Exchange for Learning Impact.
National Forum for the Enhancement of Teaching and Learning in Higher Education set up 2012.
Role: enhance the teaching and learning for all students in higher education.
Forum mobilises expertise and inputs from across the entire sector to extend and shape best practice in all institutes of higher education in Ireland.
Activities:
Professional Development Framework
Teaching Awards – this year: discipline based
Digital Roadmap – range of projects, including review of infrastructure, etc
Research, briefings documents
‘Enhancement Themes’ eg. Assessment
Seminars

3. Aim of Crannóg
Develop leadership in digital capacity & enhancement of teaching & learning
Crannóg aim: directly address professional development of key agents of change - Heads of School/Department, Deans, Associate Deans and other middle/senior management.
Such staff play a crucial role in higher education in shaping practice, influencing policy and in making a real impact ‘on the ground’ with students and colleagues
Why ‘Crannóg’? an artificial island, usually built in lakes, rivers and estuaries of Scotland and Ireland. A type of stronghold that was built by some of the early peoples of Ireland and Scotland – we essentially wanted to create a stronghold, a place for discussion, reflection and networking.

4. Pop-up talks, discussions & workshops Shared experience & expertise
Networkìng
Pop-up talks, discussions & workshops
Resource packs
Crannóg
Podcasts &
videos
Shared experience & expertise

5. REVERSE MENTORING WHAT
WHAT
DCU students mentored heads and deans in technology and the student experience.
Students introduced them to apps and websites they use everyday to find and create learning and knowledge.

6. Almost 30% HoS/Dean uptake across Faculties
Faculty of Humanities and Social Sciences
2 Heads
Faculty of Science & Health
1 Head
DCU Business School
0 participants
DCU Institute of Education
Dean
4 Heads
Faculty of Engineering & Computing
1 Head
Almost 30% HoS/Dean uptake across Faculties
Primarily from Institute of Education

7. To help foreground the student voice
REVERSE MENTORING
WHY
To help foreground the student voice
Crannóg was missing a crucial ingredient – direct involvement of students.
Student engagement is a two-way process. While students are ultimately responsible for their own learning and level of engagement, student engagement is also dependent on institutional conditions, policies, and culture that enable and encourage students to get further involved.
Student voice refers to the inclusion of students in decisions that shape their experiences in classrooms and schools, and is fundamental to a rights-based perspective that facilitates students to have a voice and a say in their education.

8. PRINCIPLES OF STUDENT ENGAGEMENT
REVERSE MENTORING
PRINCIPLES OF STUDENT ENGAGEMENT
Democracy
Student as partner
Inclusivity and diversity ……
Report of the Irish Universities Association (IUA) Working Group on Student Engagement in Irish Higher Education
Reverse mentoring supports all 10 PRINCIPLES OF STUDENT ENGAGEMENT
FIRST THREE:
1. Democracy: The institution will adhere to democratic principles, and will encourage these principles
in staff, students, and in wider society.
2. Student as partner: The student as partner is an active member of an institution with which s/he shares
a strong sense of allegiance and commitment.
3. Inclusivity and diversity: Institutions will actively seek to gain insights and contributions from all
sectors of the academic community in their governance and decision-making processes.

9. Experience of participants
REVERSE MENTORING
WHY
Experience of participants
Crannóg was missing a crucial ingredient – direct involvement of students.
Student engagement is a two-way process. While students are ultimately responsible for their own learning and level of engagement, student engagement is also dependent on institutional conditions, policies, and culture that enable and encourage students to get further involved.
Student voice refers to the inclusion of students in decisions that shape their experiences in classrooms and schools, and is fundamental to a rights-based perspective that facilitates students to have a voice and a say in their education.

10. Dean
“The process gave me a greater insight into how students learn in a digital age…”

11. Head of School
“I've immediately started to think differently about everything.
I can't believe that this could make me think about my professional development and my own practice in such an immediate way.”

12. Head of School
“The student who mentored me had excellent social media and creative skills. I learned how to make greater use of social media to promote the work of a research centre that I am associated with.”

13. “I feel it benefits my confidence”
REVERSE MENTORING
“I was surprised about how much he empathised with the difficulty students have during exams”
EXPERIENCE of STUDENT MENTORS
“I’m now aware that the ability to explain things is an important part of a person's career”
“I learned a lot of different teaching techniques”
“Got an interesting insight of how a lecturer prepares for a lecture”
“I feel it benefits my confidence”
“I really got to understand how the lecturer sees the student journey vs. how I see it”

14. EXPERIENCE of STUDENT MENTORS
REVERSE MENTORING
EXPERIENCE of STUDENT MENTORS
Cathal McGivern
Marketing, Innovation & Technology Student
Overall, DCU's reverse-mentoring program was a fantastic experience. I learned an incredible amount of detail about a lecturers day, his duties and a positive work-life balance. Discussing current trends in education as well as possible future ones made for some stimulating conversations. Reflecting on my student experience, the tools I use and the obstacles I see myself and my peers trying to overcome led us both to some interesting insights, like how we use presentations and even interact in-class with live surveys and questions on our smartphones. I sometimes stressed about topics and key points to mentor on, but with Derek the conversation flowed nicely and we could debate and talk openly about anything. This really allowed us to find some interesting subjects like continuous assessment vs exams. Sharing my stories and perspective was incredibly stimulating, it made me feel like education can be influenced by the students and our experiences, not just head-lecturers and teachers. I'd encourage anyone to try a reverse-mentoring role, it helped me grow as a student, to reflect and also make a new connection with a fantastically open individual. Big thanks to Derek and Helena.

15. EXPERIENCE of STAFF MENTEES
REVERSE MENTORING
EXPERIENCE of STAFF MENTEES

16. Kahoot LinkedIn
Forest WordReference.com
Quizlet Twitter Mindmap
Padlet
Tenjn newtechnetwork.org
Babble Loop (Moodle)

17. Implementing Reverse Mentoring in your university
HOW?
Implementing Reverse Mentoring in your university

18. Keys to Success     Good matches Framework Clear Goal Communicate
& Nudge
Get planning Participants need a starting point and a set of guidelines to help them get started
Eye on the target The purpose and goal should be clear to both parties and communicated up front.
Pair intentionally Pair intentionally, taking into account personalities and skills. Screen mentors and mentees carefully.
Keep it going Consistent communication throughout is essential to ensure programme completion.

19. Establishing your Programme
Research
Engage participants imaginatively
Interview staff mentees – check requirements
Create application form & interview mentors
Design kick-off handbook & workshop
Use website for resources & feedback forms
Apply for ethical approval
Follow up - get critical feedback
Do your research, including identifying other Mentoring programmes
Engage staff mentees by presenting novel, student-focused programme
Explore various ways to recruit student mentors
Interview staff mentees to find out requirements
Create a detailed application form and interview mentors
Create a kick-off handbook
Create a website to house resources
Make sure to apply for ethical approval

20. What makes a good student mentor?
Curious
Experienced
Organised
Curious - Wants to find out more about learning, their mentee, the university, technology
Experience - Has got to grip with the idea of being a student; has concept of university and teaching and learning
Organised - Demonstrates robust organisational skills – can plan sessions in advance and arrange meetups
Assertive - Aware of their equal place in the universe!  
Assertive

21. What makes a good staff mentee?
Curious
Experienced
Organised
Wants to find out more about how students learn, the student experience, technology
Has plenty of teaching experience, understands the concept of their institution
Can partner with mentor to ensure the meetings happen, follow a plan
Aware of their equal place in the universe!  
Assertive

22. REVERSE MENTORING
BENEFITS
Reinforces commitment to student engagement and respecting the student voice
Promotes diversity and inclusion, increasing communication and engagement across generations
Facilitates the foundation of fruitful, cross-generational relationships that offer new perspectives for both participants
Provides occasion to adapt how Schools work with younger generations and potentially implement changes in work culture

23. THANK YOU!
Questions?