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 Two

• New degree programme– Study Buddy Mentors are 3rd cohort of degree

students– 2nd cohort of Mentors

• University Mission specifically targets under-represented groups

• Awareness 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 success

• Role models with evidence of achievement

– Avoidance of potentially compromising concentration of struggling students

Recruiting Process

2006-2007• N = 46 Year 3

students• 28 = “Eligibles”• 22 = volunteered to

be Mentors– Remaining students

had personal or family circumstances that precluded participation being appropriate

• 2007-2008• N = 55 Year 3

Students• 29 = “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 Week

• Day-long commitment for Mentors– University guidelines about services available

for support for students from diverse backgrounds

– Guidance for working with students with special needs, including pastoral concerns

– Introduction 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

• Demographics– Male 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 Project

• Personal meetings– Individual meetings or emails between

students and mentors

• Informal meetings in canteen– Mentors 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 One– Practical guidance

• Essay writing, Correct referencing, Books to purchase• Time management issues• Library matters

– “Moral Support”• Experiences, reassurance, relaxation strategies• Reality testing

• Primary Problems Noted– Coordinating contact with mentors

Primary problem of usage/non-usage of Project

• 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 rate– Overwhelmingly positive

• Significant variables:– Average age = >30– 40% had A levels– 30% had completed Access Course– 10% had prior BA degree

• Primary problems/Questions:– Non-response from Year One students– Issues of continued contact after semester one

Benefits for Mentors

• Reinforced learning from Year One

• Transfer of knowledge

• Recognition of skills, achievement– Increased 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

• Difficulties engaging with younger students

• Difficulties engaging with ethnic minority students

• Ironies of stronger students usage of mentors vs. struggling students’ reluctance

Implications for Replication

• Easily replicable• Support for eligibility criteria by grade point

averages• Importance of preparation of and support for

Mentors• Emphasis needed on establishing contact with

younger students early (and often) in beginning of programme

• Have 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.