Leading a faculty-wide peer-support programme for widening participation students
Learning from the personal and professional development of an undergraduate intern
DOI :
https://doi.org/10.15173/ijsap.v8i2.5763Mots-clés :
co-creation, partnership, peer support, students as partners, widening participationRésumé
Whilst existing research has explored the impact of a peer support role on the holistic development of mentees and mentors, very little is known about the experiences of those students who work in partnership alongside academic and service colleagues in co-creating, implementing, and delivering these programs. In this exploratory case study, the unique aspect was to use the P.O.W.E.R Reflective Framework for Students-as-Partners Practices and Processes to contextualise an undergraduate intern’s experiences of leading a project and the consequent impact it has had upon their personal and professional development. Key findings and reflections from the intern’s interview provide a deeper understanding of the peer mentor experience, highlighting aspects that are often overlooked or not readily apparent. The value of these activities for interns and how best to support their needs, motivations, and expectations are shared, as are implications for academic and service colleagues involved in promoting collaborative learning and mentoring.
Téléchargements
Références
Bellon-Harn, M., & Weinbaum, R. (2017). Cross-cultural peer-mentoring: Mentor outcomes and perspectives. Teaching and Learning in Communication Sciences & Disorders, 1(2), 1–30. https://ir.library.illinoisstate.edu/tlcsd/vol1/iss2/3/
Braun, V., & Clarke, V. (2022). Conceptual and design thinking for thematic analysis. Qualitative Psychology, 9(1), 3–26. https://doi.org/10.1037/qup0000196
Buddeberg-Fischer, B., & Herta, K. (2006). Formal mentoring programmes for medical students and doctors: A review of the Medline literature. Medical Teacher, 28(3), 248–257. https://doi.org/10.1080/01421590500313043
Collings, R., Swanson, V., & Watkins, R. (2016). Peer mentoring during the transition to university: Assessing the usage of a formal scheme within the United Kingdom. Studies in Higher Education, 41(11), 1995–2010. https://doi.org/10.1080/03075079.2015.1007939
Cook-Sather, A., Bahti, M., & Ntem, A. (2019). Pedagogical partnerships: A how-to guide for faculty, students, and academic developers in higher education. Elon University Center for Engaged Learning. https://www.centerforengagedlearning.org/books/pedagogical-partnerships/
Cook-Sather, A., Bovill, C, & Felten, P. (2014), Engaging students as partners in learning and teaching: A guide for faculty. John Wiley & Sons.
Crozier, G., Reay, D., Clayton, J., Colliander, L., & Grinstead, J. (2008). Different strokes for different folks: Diverse students in diverse institutions - experiences of higher education. Research Papers in Education, 23(2), 167–177. https://doi.org/10.1080/02671520802048703
Davies, B., & Allan, J. (2014). Learning from experience. Nursing Standard, 28(49), p.66. https://doi.org/10.7748/ns.28.49.66.s54
Foy, C., & Keane, A. (2018). Introduction of a peer mentoring scheme within biomedical sciences education: Easing the transition to university life. Journal of Further and Higher Education, 42(6), 733–741. https://doi.org/10.1080/0309877X.2017.1311994
Goodman-Wilson, M. (2021). Individual differences in student perceptions and utilization of undergraduate mentoring. Mentoring & Tutoring: Partnership in Learning, 29(3), 328–348. https://doi.org/10.1080/13611267.2021.1927439
Gravett K., & Winstone, N. (2021). Storying students’ becomings into and through higher education. Studies in Higher Education, 46(8), 1578–1589. https://doi.org/10.1080/03075079.2019.1695112
Hayman, R., Wharton, K., Bell, L., & Bird, L. (2024). Navigating the first year at an English university: Exploring the experiences of mature students through the lens of transition theory. International Journal of Lifelong Education, 43(1), 39–51. https://doi.org/10.1080/02601370.2023.2297671
Hayman, R., Wharton, K., Bruce-Martin, C., & Allin, L. (2022). Benefits and motives for peer mentoring in higher education: An exploration through the lens of cultural capital. Mentoring & Tutoring: Partnership in Learning, 30(2), 256–273. https://doi.org/10.1080/13611267.2022.2057098
Hillier, A., Goldstein, J., Tornatore, L., Byrne, E., & Johnson, H. (2019). Outcomes of a peer mentoring program for university students with disabilities. Mentoring & Tutoring: Partnership in Learning, 27(5), 487–508. https://doi.org/10.1080/13611267.2019.1675850
Keenan, C. (2014). Mapping student-led peer learning in the UK. The Higher Education Academy. https://www.advance-he.ac.uk/knowledge-hub/mapping-student-led-peer-learning-uk
Lund University. (2021a). European Centre for SI-PASS: Training and resources. https://www.si-pass.lu.se/en/training-and-other-resources
Lund University. (2021b). European Centre for SI-PASS: About SI-PASS. https://www.si-pass.lu.se/en/about-si-pass
Mercer-Mapstone, L., & Abbot, S. (Eds.). (2020). The power of partnership: Students, staff, and faculty revolutionizing higher education. Elon University Centre for Engaged Learning. https://doi.org/10.36284/celelon.oa2
Morse, J. (2018). Reframing rigour in qualitative inquiry. In N. Denzin & Y. Lincoln (Eds.), The SAGE handbook of qualitative research (5th ed., pp. 1373–1409). SAGE.
Moore-Cherry, N., Healey, R., Nicholson, D., & Andrews, W. (2016). Inclusive partnership: Enhancing student engagement in geography. Journal of Geography in Higher Education, 40(1), 84–103. https://doi.org/10.1080/03098265.2015.1066316
Naidoo, K., Yuhaniak, H., Borkoski, C., Levangie, P., & Abel, Y. (2021). Networked mentoring to promote social belonging among minority physical therapist students and develop faculty cross-cultural psychological capital. Mentoring & Tutoring: Partnership in Learning, 29(5), 586–606. https://doi.org/10.1080/13611267.2021.1986794
Reay, D., Crozier, G., & Clayton, J. (2010). Fitting in or standing out: working-class students in higher education. British Educational Research Journal, 36(1), 107–124. https://doi.org/10.1080/01411920902878925
Reay, D. (2018). Working class educational transitions to university: The limits of success. European Journal of Education: Research, Development and Policy, 53(4), 528–540. https://doi.org/10.1111/ejed.12298
Smith, H., Verwoord, R., Yahlnaaw, & Veitch, C. (2019). P.O.W.E.R.: A reflective framework for students-as-partners practices and processes. BCcampus. https://bccampus.ca/2019/04/23/p-o-w-e-r-a-reflective-framework-for-students-as-partners-practices-and-processes/
University of Northumbria at Newcastle. (2024). 2024/2025–2027/2028 access and participation plan. https://northumbria-cdn.azureedge.net/-/media/access-and-participation-plan/final-northumbria-university_app_2024-2028.pdf?modified=20231116114454
Yin, R. (2009). Case study research: Design and methods (4th ed.). Sage Publications.
Yin, R. (2014). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Téléchargements
Publié-e
Comment citer
Numéro
Rubrique
Licence
(c) Tous droits réservés Rick Hayman, Regina Mendes, Jaden Allan, Stephany Veuger 2024
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process - this applies to the submitted, accepted, and published versions of the manuscript. This can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access).
