Student mentoring – Two approaches from Development and Society Jon Inns and Julia Myers 7 May 2008.

Student mentoring – Two approaches from Development and Society

Jon Inns and Julia Myers

7 May 2008

Two mentoring schemes

• Digital Fluency mentoring projectsmall scale project to determine scalability

and develop training package

• student2student: Professional mentoring programme (aimed at teacher education studentsintegrated into the programme, building on

previous experience and in three parts

What is Digital Fluency?• "Digital Literacy is the awareness, attitude and ability of individuals

to appropriately use digital tools and facilities to identify, access, manage, integrate, evaluate, analyse and synthesize digital resources, construct new knowledge, create media expressions, and communicate with others, in the context of specific life situations, in order to enable constructive social action; and to reflect upon this process" http://www.elearningeuropa.info

• 'The world is becoming increasingly digital and this is profoundly affecting how we learn and live. Those who do not have access to this digital world and those who cannot use digital tools to become independent learners and explorers of new ideas will be at a distinct disadvantage as learners'. Madigan (2006)

• ..or put more simply Digital Fluency is - the attitudes, skills and attributes we all need to live, learn and work in the 21st Century.

Why is it important?• Digital skills will be vital to enable

individuals to function in the global economy of the 21st Century.

• Addressing our capability to develop these skills is likely to have a profound impact on the competitiveness of SHU and the employability of our graduates.

What does it mean for students?• Employability

Digital fluency will be a core skill for life and a fundamental part of the skills profile required by employers. To future proof these skills we will need to concentrate on higher level fluencies not just specific skills or software applications.

• Improving student performance on their course and as autonomous learners. Digitally fluent students 'master content faster, are better

problem solvers, become more self-directed and assume greater control over their own learning'. (Katz)

Improved research skills. Students will be better able to access and analyse information using a variety of digital output formats.

Increased ability to think critically, interpret information from a range of digital formats and make informed judgements.

Aims of the project• This project aims to provide new opportunities for

students in developing their digital fluency skills.

• By changing who delivers that support (student rather than staff) where it is delivered (hubs not learning centres) and the focus (holistic support for DF not fragmented) we aim to bring about improvement in the skills and confidence of students to utilise digital resources to support their learning.

• The project aims to deliver a collaborative approach to developing a student resource to support the digital fluency needs of staff and students within the new D&S Learning Hubs base.

Aims of the project• Develop a training agenda for DF Mentors• Develop student mentoring/coaching skills

and breakdown student barriers within the D&S Learning Hub

• Recruit/support and monitor the work and effectiveness of the Mentors

• Evaluate for scalability • Share lessons learnt with faculty and other

support providers

Progress to date• Eight mentor volunteers

• Mentor training sessions delivered collaboratively

• Specific student cohorts targeted with support of Tutors

• Six mentoring relationships operating

• Close linkages to modules and assessment

Initial observations• (Some) benefits

improved confidence, new digital skills and ways of thinking, a safe environment to develop these skills

• Challenges recruiting student volunteers as mentors and mentees

• Opportunitiesopportunities for part time, distance learning and

International students

• Full evaluation conducted over summer

student2student

Mentoring via • discussion board – general forum

• drop-in sessions

• 1:1 emailing

Targeted at Year 1 students (2006-7)

student2studentBackground

Primary and Early Years Education with QTS3 year course

Block placements each year:

Year 1 (4 weeks- May/June)Year 2 (5 weeks - May/June)Year 3 (7 weeks – Jan-Mar)

student2studentPhase 1 (2006-7) focused on Year 1 students

Evaluation:

137 questionnaires completed by Year 1 mentees

101 (74%) reported some use of student2student services

student2studentEvaluation (2006-7)

36 (26%) reported no use of student2student services – due to:

• lack of need (25)• lack of awareness of services (4)• lack of adequate/clear information about

services (4)• drop-in busy at time of use (1)• lack of home internet access (1)

student2studentEvaluation (2006-7)

Use of discussion board

student2studentEvaluation (2006-7)

discussion board

87 of 137 respondents reported looking at discussion board

common terms used to describe discussion board: "helpful" "helped" "help" (22) "useful" (32.)

student2studentEvaluation (2006-7)

discussion board...eased the stress of placement

..valuable to see others experiencing similar problems

It was useful in giving me other people's answers to the questions I had and in showing me other people who were struggling

the 3rd years' knowledge and experience of the course was shown in their responses and really helped out.

really useful to have the option to speak to students that are going through the same thing as you are

student2studentEvaluation (2006-7)

drop-in sessions27 (out of 137) had attended drop-in

sessions.

student2studentEvaluation (2006-7)

drop-in sessions

good for getting ideas for teaching"

useful to get ideas to try

for placement

helpful

I was offered advice on anything I questioned and that gave me

more confidence when beginning placement

useful

made things clear. Built up confidence before going

on placement

Mentors' views

• Value of provision: "reassurance" in terms of ideas, organisation and procedures

useful for the students as they could ask even the smallest question...

allowed good practice to be shared

Gains for mentors

• confidence – self belief in knowledge and ability to communicate information to other students

• gained more ideas and teaching points

• made me reflect on my teaching a little more

Improvements for 2007-8

• Introduction of mentors to mentees earlier in the year

• Introduction of student2student discussion board from September

• More open/accessible venues for drop-in sessions

• Expansion of 1:1 emailing• Training offered to mentors• More focused evaluation of benefit for mentors

Use of student2student discussion board

To date: 162 threads; 683 postings

Used for• Requests for information/advice

• Expressions of stress/worry/negative experience

student2student Use of discussion board

Requests for information/advice • referencing • course related information eg dates and times; loans;

degree classifications; elective content; tasks; procedure• professional documentation• terminology• specific modules• planning for placement

Expressions of stress/worry/negative experience

A mentor's response: This is the place to come when your feeling like this. We have all been there. Believe me many times I have wanted to drop out of this course because it felt like too much to cope with alongside personal issues. But im so glad I stuck it out. The placements might feel like too much on top of uni work but they are where you learn the most about being a teacher. If you feel like you dont like your teaching style adopt other teachers styles. Wacth any teacher you are with and steal any of their good ideas to use in your own teaching. That is how I have developed my style.

As for feeling that you are not doing as well as you want inassignments, bear in mind that the more you do the more you will improve just from practise. You could also talk to student services to get some guidance. Talk to your friends that are getting the scores you want and find out how they are getting there. Try working with someone to plan an essay then go off and do it alone then read each others to check

it meets the criteria.

Another responsein terms of time mangement and organisation, dont spend endless stressful hours on uni work.... allocate time to do it, and get as much as u can done within that time. Use "free" time between sessions to do post session tasks and my advice is to keep on top of them because the last thing u want to do is leave it till the end and double stress out(i did this last year in it was hectic!!)... also allocate time to spend away from uni work, even if it means havin a coffee and biscuit and lookin into thin air!!....i know its not much help but its just possible suggestions to help u organise things and stop u from goin crazzzzy!!

Looking forwards to 2008/09

• Draw both mentoring programmes togetherClear communication and accessibilityTiming important, dependent on student cycleRelevance to students

potential mentees do not want to be seen as needing remedial support

Course wide tutor supportBenefits for mentors to be explored

further