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

Building Community & Building Community & Enhancing Graduate Enhancing Graduate Attributes at UNSW: Attributes at UNSW: From First Year Peer From First Year Peer

Mentoring to Mentoring to University LeadershipUniversity Leadership

Georgina Barratt-See Georgina Barratt-See UNSW Peer Mentoring UNSW Peer Mentoring

CoordinatorCoordinator& Julie Grove& Julie Grove

UNSW Counselling Service UNSW Counselling Service

Overview Overview (Conference themes)(Conference themes)

• How do you make a difference to the student How do you make a difference to the student experience which enhances their chance of experience which enhances their chance of success?success?

• How do you know it works? Does research How do you know it works? Does research inform practice?inform practice?

• How collaborative are you?How collaborative are you?• Do you know your students and what Do you know your students and what

adjustments have you made to meet their needs?adjustments have you made to meet their needs?• Is everyone in your institution working towards Is everyone in your institution working towards

a common goal?a common goal?

OutlineOutline

• What we’re doing: What we’re doing: Mentoring – review Mentoring – review and updates on our existing and updates on our existing programsprograms

• Where we’re going:Where we’re going: Evolution into Evolution into leadership programleadership program

• How we’re getting thereHow we’re getting there: Points we’ve : Points we’ve learnt regarding collaborationlearnt regarding collaboration

• Your thoughtsYour thoughts: Reflection/discussion time: Reflection/discussion time

Peer Mentoring@UNSWPeer Mentoring@UNSW

• Started 2001Started 2001• Now existing across 8 facultiesNow existing across 8 faculties• Currently working on embedding more Currently working on embedding more

programs in Science, Engineering & programs in Science, Engineering & FBEFBE

• Peer Mentoring websitePeer Mentoring website• Previous research informing practicePrevious research informing practice

Outline of Mentoring Outline of Mentoring ProgramProgram

• September/October – recruitmentSeptember/October – recruitment• February – trainingFebruary – training

– Establishing a starting pointEstablishing a starting point– Communication skillsCommunication skills– Referral, ethics & self-careReferral, ethics & self-care– Working in a groupWorking in a group

• March – April – May – program runsMarch – April – May – program runs• May – evaluationMay – evaluation• Some programs repeat in Session 2 (for Some programs repeat in Session 2 (for

midyear intake)midyear intake)

Research Informing Research Informing PracticePractice

• Glaser, N., Hall, R., & Halperin, S. (2006) Glaser, N., Hall, R., & Halperin, S. (2006)

“Students Supporting Students: The “Students Supporting Students: The Effects of Peer Mentoring on the Effects of Peer Mentoring on the Experience of First Year University Experience of First Year University Students” Students”

Journal of the Australia and New Zealand Journal of the Australia and New Zealand Student Services Association: Number Student Services Association: Number 27, April 2006. pp4-17.27, April 2006. pp4-17.

Glaser, et al.Glaser, et al.

• Evaluation of 2004 UNSW mentoring Evaluation of 2004 UNSW mentoring programsprograms

• 36% response (1200 students)36% response (1200 students)• Mentees who participated more frequently Mentees who participated more frequently

in the mentoring program were:in the mentoring program were:

-More likely to feel that they’ve made -More likely to feel that they’ve made the transition to UNSW successfullythe transition to UNSW successfully

-More likely to feel part of the -More likely to feel part of the university communityuniversity community


2

2.5

3

3.5

4

4.5

None 2 3 4 Considerable

Use of mentoring program

Mean

rati

ng

Transition

Belonging


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

Research informing Research informing practice practice

Healy, M. & Schofield, M. (2007). Healy, M. & Schofield, M. (2007).

“Adjustment to University for Local “Adjustment to University for Local and International Students: and International Students: Attachment relationships, problem Attachment relationships, problem coping style and cultural identity” coping style and cultural identity”

Presented at the 2nd European Presented at the 2nd European Conference on the First Year Conference on the First Year Experience, 9-11 May 2007, Experience, 9-11 May 2007, Gothenburg, Sweden.Gothenburg, Sweden.

Healy & SchofieldHealy & SchofieldAdjustment

***only statistically significant figures are quoted)

Mentored Not mentored

Overall adjustment 387.31 378.12

Psychological adjustment

83.77 82.47

Academic adjustment 136.17 132.55

Social adjustment 102.40 98.54

Institutional attachment

97.29 95.43

Grade Average 69.19 65.76

OutlineOutline

• What we’re doing: What we’re doing: Mentoring – review Mentoring – review and updates on our existing programsand updates on our existing programs



• Your thoughtsYour thoughts: Reflection/discussion : Reflection/discussion timetime

Why Leadership Why Leadership Programme?Programme?

• Build community at UNSWBuild community at UNSW• Enhance Graduate AttributesEnhance Graduate Attributes• Embed service provision (ie mentor Embed service provision (ie mentor

training)training)

Existing ProgrammesExisting Programmes

• Faculty of Arts & Social ScienceFaculty of Arts & Social Science• Co-op Leadership ProgrammeCo-op Leadership Programme• Australian Graduate School of Australian Graduate School of

ManagementManagement• Faculty of CommerceFaculty of Commerce• Student run organisations (eg Yellow Student run organisations (eg Yellow

Shirts)Shirts)

How is ours different?How is ours different?

• Shift from Positional Leaders to Shift from Positional Leaders to leadership efficacy in leadership efficacy in anyany student. student.

• Self leadership & self renewalSelf leadership & self renewal• Followers & FollowershipFollowers & Followership• Group behaviourGroup behaviour• Organisational designOrganisational design• Ethics & ethical communitiesEthics & ethical communities• TeamworkTeamwork

Pilot ProgrammePilot Programme

• Housed with Faculty of Built EnvironmentHoused with Faculty of Built Environment• To be piloted in session 2, 2008To be piloted in session 2, 2008• 6 uoc, 4hrs/wk (inc 1hr lecture and 3 hr 6 uoc, 4hrs/wk (inc 1hr lecture and 3 hr

tutorial)tutorial)• Assessment: reflective journal, Assessment: reflective journal,

participation, presentation, collaborative participation, presentation, collaborative project (inc taking on leadership role).project (inc taking on leadership role).

The best leader is the one who The best leader is the one who can enable his followers to can enable his followers to

say, “We did this ourselves.”say, “We did this ourselves.”Lao-tse (600 BC)Lao-tse (600 BC)

Graduate AttributesGraduate Attributes

• The University of New South Wales will provide The University of New South Wales will provide an environment that fosters in our students: an environment that fosters in our students:

• the skills involved in scholarly enquiry the skills involved in scholarly enquiry • an in-depth engagement with the relevant an in-depth engagement with the relevant

disciplinary knowledge in its interdisciplinary disciplinary knowledge in its interdisciplinary context context

• the capacity for analytical and critical the capacity for analytical and critical thinking and for creative problem-solvingthinking and for creative problem-solving

• the ability to engage in independent and the ability to engage in independent and reflective learning reflective learning

• information literacy - the skills to appropriately information literacy - the skills to appropriately locate, evaluate and use relevant information locate, evaluate and use relevant information

http://www.ltu.unsw.edu.au/content/course_prog_support/unsw_grad_atts.cfm?ss=0

Graduate AttributesGraduate Attributes• the capacity for enterprise, initiative and the capacity for enterprise, initiative and

creativity creativity • an appreciation of, and respect for, diversity an appreciation of, and respect for, diversity • a capacity to contribute to, and work within, a capacity to contribute to, and work within,

the international community the international community • the skills required for collaborative and the skills required for collaborative and

multidisciplinary work multidisciplinary work • an appreciation of, and a responsiveness to, an appreciation of, and a responsiveness to,

change change • a respect for ethical practice and social a respect for ethical practice and social

responsibility responsibility • the skills of effective communication. the skills of effective communication.

Contribution of Student Contribution of Student Services towards common Services towards common

University goalsUniversity goalsBlueprint to Beyond: UNSW Strategic IntentBlueprint to Beyond: UNSW Strategic Intent• Student Experience: Objective and StrategiesStudent Experience: Objective and Strategies• 1. A learning and teaching environment that provides 1. A learning and teaching environment that provides

an an outstanding student experienceoutstanding student experience, with exposure , with exposure to research, and a vibrant campus life.to research, and a vibrant campus life.

• 2. International opportunities and perspective – the 2. International opportunities and perspective – the ““global citizenglobal citizen””

• 3. A curriculum that produces graduates in 3. A curriculum that produces graduates in high high demanddemand by leading employers and graduates who by leading employers and graduates who become become key decision makerskey decision makers in Australia and the in Australia and the Asia-Pacific regionAsia-Pacific region

• 5. Appropriate financial, educational and 5. Appropriate financial, educational and personal personal supportsupport..

OutlineOutline



• How we’re getting thereHow we’re getting there: Points : Points we’ve learnt regarding collaborationwe’ve learnt regarding collaboration


Collaboration – faculty, Collaboration – faculty, community, student servicescommunity, student services

• Essential component of mentoring and Essential component of mentoring and leadership program developmentleadership program development

• Requires work - meetings, follow ups, Requires work - meetings, follow ups, emails, etc. emails, etc.

• Relationship buildingRelationship building• Encouraging ownershipEncouraging ownership• SustainabilitySustainability

Relationship buildingRelationship building

• Work hard Work hard • Give appropriate resources: time and Give appropriate resources: time and

fundingfunding• Networks & building rapportNetworks & building rapport• Meet with people in “their space” with Meet with people in “their space” with

“their needs” foremost“their needs” foremost• Back up your information with researchBack up your information with research• ““Me too” phenomena Me too” phenomena

Encouraging ownershipEncouraging ownership

• Assist and “step alongside” initially Assist and “step alongside” initially • Withdraw in due timeWithdraw in due time• Boundaries – flexibility, consistency & Boundaries – flexibility, consistency &

appropriatenessappropriateness

SustainabilitySustainability

• Embed in Faculty/organisation’s eventsEmbed in Faculty/organisation’s events• Become part of “student culture” and Become part of “student culture” and

student clubs can then sustain it (e.g. student clubs can then sustain it (e.g. Com/Law)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”

OutlineOutline





Reflection/DiscussionReflection/Discussion

• Questions?Questions?• Comments?Comments?• Your programs?Your programs?• Institutional differences or different Institutional differences or different

models?models?

ReferencesReferences• Budge, S. (2006). “Peer Mentoring in Post-Secondary Education: Budge, S. (2006). “Peer Mentoring in Post-Secondary Education:

Implications for Research and Practice”. Journal of College Implications for Research and Practice”. Journal of College Reading and Learning, 37 (1), Fall 2006.Reading and Learning, 37 (1), Fall 2006.

• Budny, D., Paul, C.A., Bon, L. (2006). The Impact Peer Mentoring Budny, D., Paul, C.A., Bon, L. (2006). The Impact Peer Mentoring Can have on Freshman Students. 36th ASEE/IEEE Frontiers in Can have on Freshman Students. 36th ASEE/IEEE Frontiers in Education Conference, 28 – 31 October, 2006, San Diego, CA.Education Conference, 28 – 31 October, 2006, San Diego, CA.

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

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

• Peat, M., Dalziel, J. & Grant, A.M. (2001) “Enhancing the First Peat, M., Dalziel, J. & Grant, A.M. (2001) “Enhancing the First Year Student Experience by Facilitating the Development of Peer Year Student Experience by Facilitating the Development of Peer Networks through a One-Day Workshop” Higher Education Networks through a One-Day Workshop” Higher Education Research & Development, 20, 2, pp199-215.Research & Development, 20, 2, pp199-215.

• Sanchez, R.J., Bauer, T.N., & Paronto, M.E. (2006). “Peer-Sanchez, R.J., Bauer, T.N., & Paronto, M.E. (2006). “Peer-Mentoring Freshmen: Implications for Satisfaction, Mentoring Freshmen: Implications for Satisfaction, Commitment, and Retention to Graduation.” Academic of Commitment, and Retention to Graduation.” Academic of Management Learning and Education, 2006, Vol. 5, No. 1, 25-37Management Learning and Education, 2006, Vol. 5, No. 1, 25-37

Documents

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