Peer-to-peer programs are growing in popularity in higher education (HE) due to institutions' increased interest in engaging students as partners in learning and teaching. This study explores one institution's approach to engaging level 5 and level 6 undergraduate students as teaching assistants (TAs) in engineering to support the first-year transition and academic success. The study focuses on the effect of the pilot program on the peer mentors i.e., the TAs, rather than on the peer mentees. An online questionnaire was designed to investigate TAs' experiences of participating in a student-staff role, and the impact the role had on their academic and nonacademic skills development. The findings show that the TA role contributed to enhanced subject understanding and transferable skill development, particularly communication and learning skills. The main attribute valued by TAs was helping others and making a positive impact, contributing to their sense of belonging.
Academic mentoring (AM) is embedded in two modules of the Pharmacy course, using a peer-assisted learning (PAL) design. Training and payment are given to student mentors who work with academics and the AM team to create student-centred active learning material. In 2017/18, student attendance at PAL sessions was high, with 87% of the first- and second-year Pharmacy cohorts attending a session. Thirteen mentors supported both modules for a semester each. The impact of PAL in these sessions was measured by quantitative and qualitative analyses, using institutional data on retention, progression, attainment and self-report data. These data showed that students who engaged in PAL were: from traditionally under-represented groups in higher education (HE); specifically-disadvantaged students; from a Black and Minority Ethnic background (BME). PAL-engaging students had higher progression, retention and module pass rates. A survey of fifty mentees found unanimous agreement for the proposal that PAL was valuable and it confirmed that mentors were regarded as enthusiastic, organised and prepared. The formalisation of the AM and PAL process, together with its co-production between mentors and mentees, has increased the professionalism of the scheme and should be supported in the future.
The marketisation of higher education (HE) has resulted in an increasingly diverse student population and a need for providers to support students from underrepresented groups to access, succeed in and progress from HE. Embedding widening participation (WP) can pose a challenge to HE providers as it is not only about access, but also about offering support throughout the student cycle to graduate employment or further study. This phenomenographic study explores how a whole provider approach to WP is understood, created and sustained to improve equality of opportunity for underrepresented groups. Twelve semi-structured interviews were conducted with staff and students involved in the design and delivery of WP initiatives at Kingston University, the institution in which this study took place. A phenomenographic approach to design and analysis was applied. The Office for Students (OfS) encourage providers to outline a whole provider approach within their access and participation plans (APPs) and this paper seeks to contribute to an understanding of this approach in practice. The results of this study revealed that improved channels of communication are needed to increase staff and student awareness of, engagement in and learning from WP practices to achieve a holistic approach.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.