Biosciences Peer Mentoring Programme: Enhancing Learning Through Student Partnership.

Many UK universities have a peer mentoring scheme to support the smooth transition of new students into university life and student engagement. Such peer mentorship schemes in higher education are recognised as a practice fostering student engagement through partnership, where mentees-mentors-staff are partners in shaping and enhancing learning (Clark & Andrews 2021; Healey et al. 2014; Seery et al. 2021). In the Biosciences Department at University of East London, we have been running a peer mentoring programme for undergraduate courses since 2018. Level 5 and L6 students are partnered with staff to support students learning on Level 3-5 modules.

Peer Mentors support Mentees in various roles including induction of new students, but so far mainly focussed on supporting students in learning activities such as laboratory practicals, tutorials, and workshops. Their role can extend into organising study groups for specific tasks, e.g. exam revision, practical report writing, rehearsals for presentations and posters.

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Mentors are encouraged to register on short term placement modules available at all levels. They are “placed” on the modules they support, and on completion, they present their reflection, and are awarded with a non-credit bearing module on their degree transcript.

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Mentors also have a chance to sign up for a highly competitive internship to tutor Biology and Maths students at a local college. This was made possible through our UEL internship scheme, in collaboration with Hackney College, and has been in place since the 2021/22 academic year. The first two mentors placed at the College supported students who were negatively affected by the covid pandemic and lockdown.

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Throughout their placements, Peer Mentors receive comprehensive training and on-going support from academic staff who have to make sure they are well prepared for the learning sessions they are assigned to support. Mentors need to be respectful and non-judgemental of their Mentees. Apart from having the subject knowledge and practical skills, the key attributes they need to evidence is that they are patient and friendly, and determined and willing to help other students.

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Peer Mentoring schemes can benefit all involved. They support Mentees to be effective learners and be motivated to achieve in their learning, and themselves become future Mentors. Peer Mentors benefit in consolidating their own learning and practical skills, developing their confidence, communication and leadership skills, as well as enhancing their CV and employability.

 

References

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Clark, R., Andrews, J. (2012). Peer mentoring in higher education; a reciprocal route to student success. In J. Andrews, & R. Clark (Eds.), Compendium of effective practice in higher education retention and success (pp. 71-75). Aston University. http://www.heacademy.ac.uk/assets/documents/what-works-student-retention/What_Works_Compendium_Effective_Practice.pdf

Healey, M., Flint, A., Harrington, K. (2014). Engagement through partnership: Students as partners in learning and teaching in higher education. HEA. https://www.researchgate.net/publication/264240134_Engagement_through_partnership_students_as_partners_in_learning_and_teaching_in_higher_education#fullTextFileContent

Seery, C., Andres, A., Moore-Cherry, N., O’Sullivan, S. (2021). Students as partners in peer mentoring: expectations, experiences and emotions. Innov High Educ 46: 663-681.