Student Academic Mentoring (SAM): peer support and undergraduate study.

University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differi...

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Autores principales:	Gillian Pye, Susan Williams, Linda Dunne
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2016
Materias:	Peer mentoring socialisation belonging communities of practice Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/c27d64e93959432da189455f5e6f7b51
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spelling	oai:doaj.org-article:c27d64e93959432da189455f5e6f7b512021-11-29T14:03:16ZStudent Academic Mentoring (SAM): peer support and undergraduate study.10.47408/jldhe.v0i0.3331759-667Xhttps://doaj.org/article/c27d64e93959432da189455f5e6f7b512016-05-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/333https://doaj.org/toc/1759-667X University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differing mentoring schemes emerge from particular contexts. The purpose of the case study research presented in this paper was to critically evaluate an academic mentoring project that involved year 2 undergraduate students mentoring year 1 students on an education-based degree. The tripartite structural approach involved individual, small group and in-class mentoring. Research data was collected via semi-structured interviews, focus groups, questionnaires and student, mentor and tutor evaluations. The main themes that emerged, following analysis, relate to academic support, socialisation and attrition. Findings also highlight the benefits of a mentoring project that took various forms rather than a singular approach. Scaffolded, collaborative learning, in co-caring communities of practice, appeared to positively affect year 1 student confidence, self-efficacy and motivation. Other benefits included easing the transition from school to university and engendering a sense of belonging. ÃÂ Gillian PyeSusan WilliamsLinda DunneAssociation for Learning Development in Higher Education (ALDinHE)articlePeer mentoringsocialisationbelongingcommunities of practiceTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2016)
institution	DOAJ
collection	DOAJ
language	EN
topic	Peer mentoring socialisation belonging communities of practice Theory and practice of education LB5-3640
spellingShingle	Peer mentoring socialisation belonging communities of practice Theory and practice of education LB5-3640 Gillian Pye Susan Williams Linda Dunne Student Academic Mentoring (SAM): peer support and undergraduate study.
description	University mentoring programmes are increasingly being used to assist and support undergraduate students. Mentoring can take various forms, it may be one to one; face to face; small group or online. It may be between student peers or students and tutors. There is no homogeneous approach and differing mentoring schemes emerge from particular contexts. The purpose of the case study research presented in this paper was to critically evaluate an academic mentoring project that involved year 2 undergraduate students mentoring year 1 students on an education-based degree. The tripartite structural approach involved individual, small group and in-class mentoring. Research data was collected via semi-structured interviews, focus groups, questionnaires and student, mentor and tutor evaluations. The main themes that emerged, following analysis, relate to academic support, socialisation and attrition. Findings also highlight the benefits of a mentoring project that took various forms rather than a singular approach. Scaffolded, collaborative learning, in co-caring communities of practice, appeared to positively affect year 1 student confidence, self-efficacy and motivation. Other benefits included easing the transition from school to university and engendering a sense of belonging. ÃÂ
format	article
author	Gillian Pye Susan Williams Linda Dunne
author_facet	Gillian Pye Susan Williams Linda Dunne
author_sort	Gillian Pye
title	Student Academic Mentoring (SAM): peer support and undergraduate study.
title_short	Student Academic Mentoring (SAM): peer support and undergraduate study.
title_full	Student Academic Mentoring (SAM): peer support and undergraduate study.
title_fullStr	Student Academic Mentoring (SAM): peer support and undergraduate study.
title_full_unstemmed	Student Academic Mentoring (SAM): peer support and undergraduate study.
title_sort	student academic mentoring (sam): peer support and undergraduate study.
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2016
url	https://doaj.org/article/c27d64e93959432da189455f5e6f7b51
work_keys_str_mv	AT gillianpye studentacademicmentoringsampeersupportandundergraduatestudy AT susanwilliams studentacademicmentoringsampeersupportandundergraduatestudy AT lindadunne studentacademicmentoringsampeersupportandundergraduatestudy
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Student Academic Mentoring (SAM): peer support and undergraduate study.

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