Academic Peer Mentoring

What is the APM scheme?

The Academic Peer Mentoring (APM) Scheme follows broadly the Supplemental Instruction (SI) model. It is a partnership between the Student Learning Advisory Service (SLAS) in UELT and participating Schools. The aim of the APM scheme is to improve their learning and thus effectively improve their performance and retention. The APM scheme's focus is on subjects rather than on high-risk students.

The APM scheme is an excellent way to promote and encourage student-centred learning with first, second or third year students (mentors) helping and supporting other students (mentees), in their foundation or first year.

 

 

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The APM scheme is an

  • Academic Assistance Programme
  • Students helping students: mentor and mentee.
  • Academic Peer-on-Peer mentoring.
  • Enhanced Tutoring-Peer-Assisted Learning.
  • All learning is student centred and collaborative.
  • Allows students (mentors and mentees) to master course content.
  • Integration of content and learning skills - emphasis on how to learn as much as on what to learn - students discover answers for themselves.
  • Departmental NOT remedial.
  • Targets subjects and not individuals - high risk courses but not high risk students.
  • Confidential.
  • Open and free to all enrolled foundation or first year students in participating Schools.
  • Out of class, peer facilitated, regular sessions.
  • Voluntary attendance.
  • Regularly scheduled sessions by mentors guided by mutual trust and respect.

Who are the mentors?

  • Student Volunteers
  • Facilitators and Leaders, not just mentors.
  • Model students.
  • Aptitude for their subject.
  • Previously and successfully completed the targeted course.
  • Ability to communicate.
  • 1st, 2nd or 3rd year students.

Role of the School

  • Work closely and liaise regularly with the mentors.
  • Maintain links with course content.
  • Review feedback comments from students.
  • Follow up on any concerns raised by mentors.

Role of SLAS

  • Training of the mentors.
  • Follow-up and supervision.
  • Provide objective outside view.
  • External support in case of disputes.
  • Evaluation and review.

The role of the mentors is to:

  • promote
    • the learning cycle and increase understanding in a climate of trust and support.
    • understanding by re-examining course material as a group.
  • Provide
    • a sounding board for ideas.
    • support and encouragement.
  • facilitate group discussion and exercises around the weekly material.
  • liaise regularly with relevant academics to maintain correct pace.
  • feedback information to the School.
  • The role of the mentors is NOT to
  • Teach seminar of lecture material.
  • Introduce
    • new material that is in conflict with seminar or lecture material.
    • supportive material without the agreement of academics.
  • Act as a pastoral mentor.
  • Give counselling or emotional guidance or support.
  • Continue with the sessions during the exam term unless they feel it is absolutely necessary
  • Re-lecture.

Benefits to mentors

  • Re-application to knowledge .
  • Knowledge of group work.
  • Leadership Skills
  • Development of soft skills such as confidence and communication
  • Kent Student Certificate for Volunteering.
  • Opportunity
    • to improve one's CV/Portfolio
    • to add staff and student testimonies
  • Be awarded points for the Employability Points Scheme (EPS).
  • Greater understanding of the School.

Benefits to mentees

  • Allows mentees to
  • master course content
  • take charge of their own learning
  • see the application of what they are learning later in their University career
  • Gives mentees a forum:
    • to discuss ideas and practice course content
    • in which to gain assistance with essay structures and time management
  • Mentees learn to integrate course content and reasoning skills.

Benefits of APM Scheme

  • Improves retention and performance
  • Opens up conversations and channels of communication between different groups: students, schools and university.
  • Encourages autonomy not dependence - improves learner autonomy
  • Breaks the cycle of dependency:
    • Tell me, and I forget
    • Show me, and I remember
    • Involve me, and I understand