Below you will find a copy of the final report submitted to the Institute of Learning and Teaching who kindly funded this project and associated research.
(For projects funded by the Learning and Teaching Enhancement and Innovation Fund 2018-19)
Exchanging experience: a peer-assisted learning approach to mentoring
Project aims and objectives
|Intended aims and objectives||Achieved in full?||Comments|
|Pilot a redesigned approach to peer to peer mentoring on the programme BA Childhood and Youth||Yes||The redesigned mentoring scheme was piloted across the academic year 18/19. Four peer-assisted learning sessions were facilitated across the year engaging staff from BA Childhood and Youth and Learning Development. Students from courses BA Childhood and Youth and BA Education Studies were engaged in the project as mentors and mentees.|
|Engage students at levels 4 and 5 in mentoring and peer-assisted learning activities across the academic year 2018-2019||Partially||The project engaged 3 students at level 5 as mentors and 4 students at level 4 as mentees. Over 60 level 5 students and 30 level 4 students were informed about the project through marketing activities on NILE. Student engagement was very low with only 6% of the students informed taking part. Further to this 1 of the mentors only attended one meeting before dropping out due to a change in personal circumstance.|
|Evaluate the effectiveness of the pilot project by gathering stakeholder opinions.||Yes-although return rates were low||Interviews were completed with all staff involved, 2 of the mentors and 1 of the mentees. Observations were completed of all sessions. Feedback was gathered from participants at each session and a questionnaire was completed by 1 level 4 student who did not attend. The data was thematically collated and analysed.|
Project outputs and deliverables
|Intended outputs and deliverables||Achieved in full?||Comments|
|A trialled model for an integrated mentor, personal tutor and peer-assisted learning approach to support students in their first year of study in HE||Yes||The model has been designed and delivered across the academic year 18/19. Lessons have been learnt feeding into development in the year 19/20.|
|A trialled model offering additional academically supported development opportunities for students in their second year of study||Yes||Development opportunities have been provided through one to one support from tutors to support students to design and deliver student facilitated study skills and pastoral support sessions. Narratives from the mentors demonstrate that this activity supported their academic and personal development.|
|Thorough evaluation of the pilot project documenting findings and outcomes||Yes||Several evaluation activities have occurred:
· Feedback forms completed by mentees at each session
· Interviews completed with mentors, mentees and staff involved in the project
· Observations of mentor facilitated study skills sessions completed
· Questionnaire completed by level 4 students who did not attend
|Completed project blog documenting process and findings||Yes||Blog is up to date with monthly entries completed across the academic year. The project lead, personal tutor to the first years and research assistant have completed blog posts. The mentors were also asked if they would like to write a post but declined.|
|Dissemination materials; article and conference presentation; to be shared||In progress||Activity completed:
· Poster presentation took place as part of the Learning and Teaching Conference 2019.
· Project information has been shared with the Midlands Peer Mentoring network.
· Project evaluation has been shared with colleagues as part of subject group team day.
Activity to be completed:
· Project evaluation is to be shared with colleagues as part of the weekly bulletin.
· Project is to be explored as part of discussion at a meeting of the Midlands Peer Mentoring Network.
· Article to be prepared for publication in internal and external publications.
|Develop a detailed and informative mentor pack.||Yes||Project lead developed a digital mentor welcome pack which contains essential information related to best practice in the role of mentor to safeguard all student participants. This responds to some of the initial issues identified with the methodology of the existing peer mentor scheme.|
|Level 5 students design taught sessions which are shared with level 4 participants both face to face and digitally.||Yes||Level 5 students designed two sessions; ‘A beginners guide to assessment’ and ‘Study buddies: developing relationships and techniques for writing’. These both have relevance to the first-year student experience and can be used as part of the development of the project ongoing.|
|Online forum is set up for mentors to discuss developing ideas and have asynchronous sessions with project lead to develop teaching materials.||Yes||A blackboard collaborate space was set up for mentor use however only one mentor visited the space and due to lack of activity did not return. To develop teaching materials the mentors chose to meet with the project lead face to face.|
A qualitative approach was taken to evaluation with semi structured interviews, observations and questionnaires being utilised to gather stakeholder opinions of the implementation of the model and its impact on student experience. Interviews were completed with staff and students who took part in the project and a questionnaire was shared with level 4 students who did not take part to ascertain what some of the barriers to participation were. Observations were completed for all 4 of the sessions facilitated. Initially focus groups were planned but participation was an issue. One focus group session took place but no students attended. Reflecting on this the research team decided with the low numbers of participants across the project carrying out interviews with all individuals would be possible in gaining detailed insights into stakeholders experiences of the project.
The evaluation sought to discover how both the first and second year students experienced the scheme in relation to; the quality and availability of academic and personal support, opportunities for personal and professional development and the impact of partaking in the scheme on their experience of university academically and personally. Data on the level of engagement demonstrated by student participants was also gathered through the keeping of registers. The findings were analysed thematically to determine the success of the pilot scheme and propose future developments.
- The PALM project aims to tackle multidimensional problems that students face inside and outside the university, but impacts on their experience at university. There is agreement in relation to the idea that the PALM project as planned could be effective dealing with some of the students’ problems (academic performance, students’ self-confidence and development of other skills).
- Students recognise a wide range of positive benefits from their being part of the PALM project. Both mentors and mentees reflect that positive aspects of the project include developing new skills which improved their academic performance, developing confidence and communication skills.
- Students found a safe space to talk about their concerns as students. They said it was quite nice to realize that other people are having the same issues.
- Participation of students was identified as the most critical aspect of the project. Both mentors and mentees feel a bit disappointed with the lack of engagement with the project. They feel that students do not value a good opportunity to improve academically, although one of the interviewees also recognises that students have many barriers (work, family and parking) which make more difficult participation in the project.
- Students value support from peers and lectures, as well as the possibility of developing a wide range of skills under a model of teaching which responds to their individual learning requirements.
- Staff involved recognise a positive impact of the project on the confidence of both first year and second-year students. They also perceive practical benefits for mentors in terms of improving their CV and being able to demonstrate the required skills for employability.
- Student participants said they are willing to participate in future and want to encourage other students to be part of the project and take advantage of this opportunity.
|Intended impact and benefit||Achieved in full?||Comments|
|This project will improve the learning experience for students involved through enriching personal and academic support offered at the outset of their journey in HE.||Yes||Participants who took part in the sessions reported gaining new skills and learning strategies alongside developing their confidence levels.|
|Second year students involved will gain a range of skills applicable to the workplace.||Yes||The two student mentors who designed and delivered sessions reported developing their confidence levels, communication skills and gaining new skills required to improve their academic performance.|
|Through evaluation efficacy can be ascertained and considered in the development of the scheme as part of future practice.||Yes||A thorough evaluation of the project has occurred with a focus on efficacy. Several positive and critical aspects of the project have been identified which feed directly into future development|
|Findings can be considered on an institutional basis as part of the review of the Integrated Learner Support program and ongoing mentoring activity.||Yes||The issue of student engagement was the main critical aspect of the project as identified by the staff and students involved. It is suspected this may align with some of the findings from evaluation of the ILS scheme in the first year of implementation. Findings will be shared with the research team for the ILS program implementation.|
|The dissemination of findings will share practice with other programmes at the university and across the sector.||Yes||The research team are working towards a publication. Findings from the project were disseminated at the Learning and Teaching Conference 2019, the subject team day and within the faculty weekly bulletin. Details of the project were shared with the Midlands Peer Network in written form and will be shared through attendance at network events in September 2019.|
|Extension of the mentors role to develop relevant student managed online forum for mentor and mentee discussion.||Partially||Findings from the research identify the need for an effective online discussion forum which is student managed where mentors and mentees can discuss relevant issues. A highly motivated and engaged mentor has been employed as lead mentor to develop this for launch in September/October 2019.|
|Student mentor engaged in supporting recruitment process in year 19/20.||Yes||A student mentor has volunteered their services in supporting mentor recruitment in the projects next year of implementation.|
|Extension of project||Yes||For next years project the project lead will be working with the staff second year mentor to collaborate in sharing relevant secondary research on the second year student experince and work together to support student mentors.|
|Relationship development||Yes||Working relationships between academics and supporting teams have been strengthened through collaborative working on the project.
Strong supportive relationships have also developed between the mentors and mentees involved in the project. Evidence of the mentoring role has been witnessed in activity taking place between students outside of the scheduled activity.
|Project team will seek to share findings at relevant faculty wide events such as the faculty forum.||Updates on the project have been shared with colleagues at subject group meetings and the full evaluation of the project was shared at the team day. The evaluation of the project has been shared in the faculty wide weekly news.|
|The project in its entirety will be presented as part of the University of Northampton Teaching and Learning Conference in June 2019.||A research poster detailing the project evaluation was presented at the ILT conference on 18th June 2019.|
|The project team will seek to share details of the project with interested parties within and beyond the university through activity such as; publish the research in a peer reviewed journal and share findings through presentation at conference events.||Details of the project methodology have been shared with the Midlands Peer Mentoring Network for consideration and feedback. The project will be verbally shared at a MPMN event in September.
The research team are working on writing a piece for publication.
|Project blog will be maintained throughout project and shared with Faculty of Education and Humanities staff.||Project blog has been maintained and shared within and beyond the university. The project blog was seen by the Peer Support Manager from Loughborough University who has set up a Midlands Peer Mentoring Network which the PALM project is now part of.
The blog and evaluation of the project are due to be shared as part of Faculty Forum activities.
Reflecting on PALM there were many positive aspects to the project and participants generally considered it to be a good opportunity for both level 4 and level 5 students. However the critical issue of student engagement features strongly in the findings and has to some degree overshadowed the positive aspects of the project. There are steps which can be taken to strengthen recruitment and participation opportunities for the project but the factors underpinning student engagement are far reaching and beyond the sphere of activity of this project. Although it could be argued that the PALM project could be considered a protective tool to encourage student engagement through; developing students confidence in their academic abilities and sense of belonging at university (Currant and Keenan, 2009; Bryson et al., 2010; Trowler, 2010; Wimpenny and Savin-Baden, 2011), offering opportunities to work closely and develop relationships with peers (Bryson et al. 2012) and engaging students as partners in the co-creation of learning materials and approaches (Kay et al., 2010).
- PALM sessions need to be timetabled to encourage students to attend.
- The benefits of participation need to be clearly outlined to students to support engagement.
- Online forums are the best means of connecting mentors and mentees.
- Offer opportunities for mentors to team teach in scheduled taught sessions on first year modules.
- Offer opportunities for mentors to run drop in sessions for mentees without staff in attendance.
- Set up a mentor managed online forum for mentees to pose questions to and gain support from the mentors.
- Project led to work with the Education studies second year mentor to consider additional support for mentors within the programme.
In summary despite being an even smaller project and piece of research than originally planned research has identified positive aspects to the PALM project confirming the research teams feeling that it would offer a positive opportunity to enhance student experience. With this in mind the project lead moves into the second year of implementation with developments in mind which have come direct from the stakeholders and will hopefully help to enhance student engagement in activity which will support their academic and personal development.
Bryson, C., Cooper, G. and Hardy, C. (2010), “Reaching a common understanding of the meaning of student engagement”, paper presented at The Society for Research in Higher Education Conference, Celtic Manor, Wales, 14-16 December.
Bryson, C., Humphris, D, James, E. and J. Wintrup (2012) “Emotional work: students, realising, negotiating and overcoming barriers”, Journal of applied research in higher education, Vol 4:2, pp. 170-185
Currant, B. and C. Keenan (2009), ‘Evaluating systematic transition to higher education’, The Brookes Ejournal of Learning and Teaching, 2(4): 191-201
Kay, J., Dunne, E. and Hutchinson, J. (2010), Rethinking The Values For Higher Education – Students As Change Agents?, The Quality Assurance Agency for Higher Education, Bristol, available at: www.qaa.ac.uk/Publications/InformationAndGuidance/Documents/ StudentsChangeAgents.pdf
Trowler, V. (2010), Student Engagement Literature Review, The HEA, York, available at: www.heacademy.ac.uk/assets/documents/studentengagement/StudentEngagementLiterature Review.pdf [Accessed on: 16 May 2019]
Wimpenny, K. and M. Savin-Baden (2011) ‘Alienation, agency and authenticity: a synthesis of practice and effects in student engagement’, Target journal: Teaching in Higher Education, Available at: http://eprints.worc.ac.uk/3527/1/engagement-qrs-paper-preprint.pdf, [Accessed on 16 May 2019]
Authors: Lisa Shepherd, Dr Kay Calver and Andrea Lizama Loyola