Lessons Being Learned from a Peer Mentoring Project for Social Work Degree Students

Margarete Parrish, PhD

University of Gloucestershire

Overview and History of Project

Comparisons of students’ work at end of Years One and TwoNew degree programme

Study Buddy Mentors are 3rd cohort of degree students2nd cohort of Mentors

University Mission specifically targets under-represented groupsAwareness of tremendous growth and development by end of year 2

Transferability of learning, including survival skills

Literature Review

Lacking evidence of similar programme currently being offered for SW degree students

Aims of Project

Provide mentors for all incoming Year 1 Social Work students

Academic role models for beginning students

Academic support

Personal support

Survival skills

Reality checks

Selection Process for Mentors

Year 3 students with > 60 GPA at end of Year 2

Evidence of academic successRole models with evidence of achievement

Avoidance of potentially compromising concentration of struggling students

Recruiting Process

2006-2007N = 46 Year 3 students28 = “Eligibles”22 = volunteered to be Mentors

Remaining students had personal or family circumstances that precluded participation being appropriate

2007-2008N = 55 Year 3 Students29 = “Eligibles”21 = Volunteered to be Mentors

Remaining students had personal or family circumstances that precluded participation being appropriate

Recruitment Process

Potential mentors were contacted by email

Explained project to them

Requested attendance for 1 day during Year One Induction Week

Recruitment and planning occurred during summer months

Induction Process

Study Buddies’ Induction Day occurred during Year One Induction WeekDay-long commitment for Mentors

University guidelines about services available for support for students from diverse backgroundsGuidance for working with students with special needs, including pastoral concernsIntroduction to Year One students over buffet lunch catered by university

Matching Efforts

Personal choices honoured to the extent possible

Students were introduced at Induction Day

DemographicsMale students matched with male mentors

Foreign national students matched with foreign national mentor

Students living in halls matched with mentors who had lived in halls

Age and location given consideration when possible

Implementation

All Year One students were assigned a Study Buddy Mentor

Each Mentor was assigned 2 or 3 Year One students

Contact between Mentors and Year One students established by email during first 2 weeks of semester

Utilisation of Study Buddy Mentors

Approximately 65-75% of Year One students utilised the Study Buddy ProjectPersonal meetings

Individual meetings or emails between students and mentors

Informal meetings in canteenMentors volunteered to be available at a designated area of the canteen during lunch breaks

Evaluations from Year One Students

73% of Year One students completed evaluation form

65% of responses were positive

35% of responses were indifferent

Range of comments

Informal meetings in canteen emphasised as being helpful

Pros and Cons

Primary Benefits Noted for Year OnePractical guidance

Essay writing, Correct referencing, Books to purchase

Time management issues

Library matters

“Moral Support”Experiences, reassurance, relaxation strategies

Reality testing

Primary Problems NotedCoordinating contact with mentors

Primary problem of usage & non-usage of Project

Year One:

Some Year One students never responded to Study Buddy’s emails

Time management issues (mutual)

Primary variables relevant to non-usage

Age < 21

Gender

Ethnicity

Evaluations from Year 3 Mentors

59% response rateOverwhelmingly positive

Significant variables:Average age = >3040% had A levels30% had completed Access Course10% had prior BA degree

Primary problems/Questions:Non-response from Year One studentsIssues of continued contact after semester one

Benefits for Mentors

Reinforced learning from Year One

Transfer of knowledge

Recognition of skills, achievementIncreased confidence

Acknowledgement of leadership potential

Greater sense of cohesion, relationships among peers and across years of study

Relevance to PQ requirements

Results & Relevance

Successful role models provided for Year One students

Informal contact as useful as specifically assigned mentor

Reinforcement of Year Three students’ learning

Diminished anxiety among Year One

Improved retention rates among Year One

Greater social cohesion between years of study on the SW degree programme

Ongoing Concerns

Year One:Difficulties engaging with younger studentsDifficulties engaging with ethnic minority studentsIronies of stronger students usage of mentors vs. struggling students’ reluctance

Year Three:Difficulties engaging male and ethnic minority mentorsUncertainties about how assertive to be in contacting Study BuddiesBoundary Issues

Implications for Replication

Easily replicableSupport for eligibility criteria by grade point averagesImportance of preparation of and support for MentorsEmphasis needed on establishing contact with younger students early (and often) in beginning of programmeHave a supportive line manager

Thank you, Sara Coleman!

References

Bhatti-Sinclair, K. (1995). 'Mentoring and consultancy for black social work students', Issues in Social Work Education, 15(2), 18-34.Billett, S. (1998) Situation, social systems, and learning. Journal of Education and Work, 11(3): 255-274.Clutterbuck, D. (2004) Everyone Needs A Mentor, 4th ed. London: Chartered Institute of Personnel & Development.Van Voorhis, R.M. (1998) 'Culturally relevant practice: a framework for teaching the psychosocial dynamics of oppression', Journal of Social Work Education, 34, 121-133.