Peer mentoring in Higher Education:a reciprocal route to student success

This paper provides an introduction to the findings of a large HEFCE/Paul Hamlyn-sponsored project, which aimed to investigate and analyse the value of peer mentoring in facilitating a successful transition into higher education.

Peer mentoring works!

This report draws on the findings of a three year study into peer mentoring conducted at 6 Higher Education Institutions (HEIs), 5 of which were in the UK, 1 of which was in Norway. Following a multiple case-study design, quantitative and qualitative research was conducted in collaboration with the project partners. The research findings provide empirical evidence that peer mentoring works! In particular the report provides: - An Executive Summary outlining the main project findings - A synopsis of the relevant literature – and a link to a much larger literature review undertaken at the beginning of the study - A working conceptual framework and set of research questions - An overview and rationale of the methodological approach and tools - Evidence of the value of peer mentoring in promoting a ‘smooth’ transition into university - Evidence that peer mentoring works by providing the means by which new students can access peer support in both social and academic spheres throughout their first year - Identification of the main challenges of peer mentoring - Evidence of the manner in which writing peer mentoring works by providing bespoke help for individual students - A discussion section in which a new approach to peer mentoring, Transition+, is proposed. The report concludes with recommendations for: Higher Education Institutions: Students: Policy Makers: and, Individuals within HEIs wishing to establish peer mentoring.

Peer mentoring works! How peer mentoring enhances student success in Higher Education:evaluation toolkit

This toolkit, published by the HEA, provides colleagues across the Sector with the practical and methodological tools to empirically evaluate peer mentoring and tutoring. This evaluation kit provides two data collection tools that may be adopted and adapted to meet institutional requirements. The first of these is a survey, developed out of the original survey used in the Peer Mentoring Works Project. Some questions have been added as a result of reflexive application of colleagues and students input as the project has progressed. The second part of the toolkit comprises a qualitative interview guide. This guide is similar to the one used in the research, but again it has been further developed as a result of the project. It may be adapted for use in focus groups or one-to-one interviews. The final document within the kit is a sample consent form.

Peer mentoring works! Institutional manual

Institutional guidance and recommendations pertaining to peer mentoring

Peer mentoring and experiential learning:the pathway to success

An analysis of the value of peer mentoring as an experiential learning approach

Peer mentoring in higher education:a multidimensional approach to conceptualising the role of peer mentoring programmes in enhancing the first year undergraduate experience

Across the literature researchers agree that the concept of mentoring results in positive outcomes for both mentors and mentees alike (Enrich et al, 2004). From a pedagogical perspective, student focused mentoring activities in Higher Education are generally perceived to comprise dyadic or triadic relationships that encapsulate a diverse range of learning strategies and/or support mechanisms. Whilst there exists a significant amount of literature regarding the wider value of Peer Mentoring in Higher Education, there remains a notable gap in knowledge about the value of such programmes in enhancing the first year undergraduate experience and thus promoting a smooth transition to University. Using the emergent study findings of a large international project, a multidimensional conceptual framework bringing together the theoretical, conceptual and contextual determinants of Peer Mentoring is proposed. This framework makes a distinctive contribution to current pedagogical theory and practice – particularly in relation to the first year experience.

Volunteering for success? An Analysis of Student Perceptions of the Pedagogical and Social Outcomes of Peer Mentoring in Higher Education

Previous studies into student volunteering have shown how formally organized volunteering activities have social, economic and practical benefits for student volunteers and the recipients of their volunteerism (Egerton, 2002; Vernon & Foster, 2002); moreover student volunteering provides the means by which undergraduates are able to acquire and hone transferable skills sought by employers following graduation (Eldridge & Wilson, 2003; Norris et al, 2006). Although much is known about the benefits of student volunteering, few previous studies have focused on the pedagogical value of student mentoring from the perspectives of both student mentee and mentor. Utilising grounded theory methodology this paper provides a critical analysis of an exploratory study analysing students’ perceptions of the pedagogical and social outcomes of student mentoring. It looks at students’ perceptions of mentoring, and being mentored, in terms of the learning experience and development of knowledge and skills. In doing so the paper considers how volunteering in a mentoring capacity adds ‘value’ to students’ experiences of higher education. From a public policy perspective, the economic, educational, vocational and social outcomes of student volunteering in general, and student mentoring in particular, make this an important subject meriting investigation. In terms of employability, the role of mentoring in equipping mentors and mentees with transferable, employability competencies has not been investigated. By critiquing the mentoring experiences of undergraduates within a single institution, this paper will make an important contribution to policy debates with regards to the pedagogical and employability related outcomes of student volunteering and mentoring.

Peer mentoring in higher education:a literature review

A review of the literature in the area of peer mentoring.

Peer and friend influences on children's eating

Peers and friends are perceived as important role models for the formation of children's attitudes and behaviours. A wealth of research has aimed to establish the contribution of peers and friends to children's developing eating behaviours, and their attitudes towards eating. This review describes and evaluates such research. Experimental research examining peer modelling of food consumption and liking is reviewed, and several individual child factors that are suggested to make children more or less receptive to peer and friend influences are discussed. The influence of children's perceptions of their peers' and friends' eating behaviours upon their own eating practices is also explored. The benefits of future longitudinal research to improve understanding of peer and friend influences on children's eating are emphasized. © 2013 John Wiley & Sons Ltd.

A multihop peer-communication protocol with fairness guarantee for IEEE 802.16-based vehicular networks

Wireless-communication technology can be used to improve road safety and to provide Internet access inside vehicles. This paper proposes a cross-layer protocol called coordinated external peer communication (CEPEC) for Internet-access services and peer communications for vehicular networks. We assume that IEEE 802.16 base stations (BS) are installed along highways and that the same air interface is equipped in vehicles. Certain vehicles locating outside of the limited coverage of their nearest BSs can still get access to the Internet via a multihop route to their BSs. For Internet-access services, the objective of CEPEC is to increase the end-to-end throughput while providing a fairness guarantee in bandwidth usage among road segments. To achieve this goal, the road is logically partitioned into segments of equal length. A relaying head is selected in each segment that performs both local-packet collecting and aggregated packets relaying. The simulation results have shown that the proposed CEPEC protocol provides higher throughput with guaranteed fairness in multihop data delivery in vehicular networks when compared with the purely IEEE 802.16-based protocol.

Impact of band rejection in multichannel broadband subcarrier multiplexing

This paper explores experimentally the impairments in performance that are generated when multiple single-sideband (SSB) subcarrier multiplexing (SCM) signals are closely allocated in frequency to establish a spectrally efficient wavelength division multiplexing (WDM) link. The performance of cost-effective SSB WDM/ SCM implementations, without optical filters in the transmitter, presents a strong dependency on the imperfect sideband suppression ratio that can be directly achieved with the electro-optical modulator. A direct detected broadband multichannel SCM link composed of a state-of-the-art optical IQ modulator and five quadrature phase-shift keyed (QPSK) subcarriers per optical channel is presented, showing that a suppression ratio of 20 dB obtained directly with the modulator produced a penalty of 2 dB in overall performance, due to interference between adjacent optical channels.

Tackling transition:the value of peer mentoring

This paper is aimed at those interested in the promotion of student retention in higher education; particularly those with an interest in peer mentoring as a means of student support. It critically discusses the results of an exploratory study analysing the perceptions of peer mentors and mentees within five universities in the United Kingdom. The aim of the study was to analyse how student peer mentoring can aid transition into university by focusing specifically on how senior students can support their junior counterparts in their first year at university. The paper discusses the results of a survey which was completed by 329 student peer mentors and mentees. Focusing on the benefits and outcomes of participation in Mentoring Programmes, the survey was distinctive in that it asked mentors and mentees similar questions. From a theoretical perspective, the paper contributes to debates about peer support in higher education showing that participation in such programmes can have positive outcomes from both social and pedagogic perspectives. Practically speaking, the results have important implications for Higher Education Institutions as the research highlights the importance of putting into place formally structured Peer Mentoring Programmes which facilitate student support at a time when new students are most at risk of ‘dropping out’.

Tackling transition! Peer mentoring in engineering education:a UK perspective

This paper builds on previous work (Clark, 2009; Clark & Andrews 2011, 2014) to continue the debate around a seemingly universal question…“How can educational theory be applied to engineering education in such a way so as to make the subject more accessible and attractive to students? It argues that there are three key elements to student success; Relationships, Variety & Synergy (RVS). By further examining the purposefully developed bespoke learning and teaching approach constructed around these three elements (RVS) the discourse in this paper links educational theory to engineering education and in doing so further develops arguments for the introduction of a purposefully designed pedagogic approach for use in engineering education.

Undergraduate peer mentoring:an investigation into processes, activities and outcomes

Peer mentoring of undergraduates is increasingly being used in higher education to reduce first year attrition by aiding transition to university. The authors propose that peer mentoring may also be a means of transmitting the values and ethics which reflect academic and personal integrity and underpin graduate and professional identity. In a qualitative study, they examined students' expectations and subsequent experience of a psychology undergraduate pilot mentoring scheme, together with the process and content. Mentors and mentees felt that mentors had a unique part to play in aiding transition to university. Mentors' advice reflected implicit academic values rather than strategic short cuts and mentoring cued reflection on their own development. The implications for encouraging student participation in mentoring schemes are discussed.