Dr Patrick Rosenkranz Psychology
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Transcript of Dr Patrick Rosenkranz Psychology
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Integrating peer-mentoring into the psychology curriculum: from an extended induction to an academic skills course.
Dr Patrick RosenkranzPsychology
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Peer-mentoring in HE
• Peer-mentoring is becoming more prevalent in UK HE institutions.
(Phillips, Swanson & Morgan-Klein, 2005)
• Peer-mentoring is generally seen as a propitious method of supporting the transition of new students to university
(Husband & Jacobs, 2009; Jacobi, 1991; Lahman, 1999)
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Peer –mentors in Psychology?
• Discussing expectations and perceptions of psychology.
• Extra support for development of diverse academic skills.
• Mentoring as a preparation for professional practice.
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Aims of the peer-mentoring
1. Supporting transition from school to university.
2. Creating peer groups that support learning
3. Guidance in academic skills.
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Development
2008 Extended Induction
2009 Extended Induction
2010 Psychological Enquiry
2011 Psychological Enquiry
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Stage 3: Recruitment of mentors
Stage 3 cohort 10 Mentors
•Recruitment on a voluntary basis
•Emphasis on development of graduate skills
•Rewards: Certificate, book tokens, salary ( in 2009).
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Stage 1: Each student is assigned a mentor group
100 Stage 1 students = 10 groups of 10 students
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Nested Mentoring
Stage 1 Director
Stage 3 Mentors
Stage 1 Mentees
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Attendance
Session 0 Session 1 Session 2 Session 3 Session 40
10
20
30
40
50
60
70
80
90
100
2008/92009/10
% A
tten
danc
e
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Challenges
• How can attendance/relevance to students be improved?
• Further development of academic skills training.
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Psychological Enquiry 1
• Peer-mentoring is housed in new academic skills module.
• Peer-mentoring is paired with formal training in IT skills, essay –writing and presentations skills.
• Psychological Enquiry links in with other modules in Semester 1.
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Psychological Enquiry 1
Basics Skills • Bibl. Databases• IT skills
Academic writing• Plagiarism• Essay writing• Referencing
Presentation Skills• PowerPoint• Presentations
Session 0: Induction
Session 1: Psychology myths
Session 2: Essay plan
Session 3: Essay draft/ peer-assessment
Session 4: Presentations
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Evaluation
• TEQ –style questionnaires to both mentors and mentees at the end of the semester.
• Includes open-ended questions for comments.
• Attendance data taken by mentors at their session.
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Attendance
Session 0 Session 1 Session 2 Session 3 Session 40
10
20
30
40
50
60
70
80
90
100
2008200920102011%
Atten
danc
e
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Overall ratings
EI2008 EI2009 PSY1001_2010 PSY1001_20110
1
2
3
4
5
MentorsMentees
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Aims
EI2008 EI2009 PSY1001_2010 PSY1001_20110
1
2
3
4
5
TransitionAcademic SkillsSocial Integration
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How useful were the sessions?
Sessio
n 1: Inducti
on
Sessio
n 2: Intro
/Test
your P
sychology
IQ
Sessio
n 3: Essay
plan
Sessio
n 4: Essay
draft/P
eer as
sessm
ent
Sessio
n 5: Pres
entati
ons0
1
2
3
4
5
20102011
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Conclusions
• Peer-mentoring is generally positively received by mentees and mentors.
• Students value the social integration into degree course and creation of a peer support network.
• Mentors appreciate the opportunity to develop their communication skills and to pass on their experience.
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Conclusions
• Attendance at mentor sessions is significantly improved for PSY1001.
• Embedding of mentoring within module allows for greater interplay between staff –led teaching and mentor-led support.
• Mentor sessions provide a supportive environment to practice new academic skills.
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Challenges
Getting the balance right:
– Mentors can’t replace members of staff.
– Managing expectations of mentees about the role of the mentor.
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Directions
• 2012: Piloting smaller sized groups.
• 2013: Professional skills module: final year students can use their experience as mentors to reflect on their skills development.
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Thanks for listening !
Acknowledgements:Thanks to Rebecca McCready ,Linda Errington ,Sue Vecsey and Alex Inskip for their contributions to Psychological Enquiry.
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Husband, P. A., & Jacobs, P. A. (2009). Peer mentoring in higher education: A review of the current literature and recommendations for implementation of mentoring schemes. The Plymouth Student Scientist, 2(1), 228-241.
Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532.
Lahman, M. P. (1999, November). To what extent does a peer mentoring program aid in student retention? Paper presented at the 85th Annual Meeting of the National Communication Association, Chicago.
Phillips, R., Swanson, V., & Morgan-Klein, B. (2005). Student helping students: The effectiveness of peer mentoring in UK higher education. Proceedings of the British Psychological Society, 13(2), 122.