Tackling transition:the value of peer mentoring

This paper is aimed at those interested in the promotion of student retention in higher education; particularly those with an interest in peer mentoring as a means of student support. It critically discusses the results of an exploratory study analysing the perceptions of peer mentors and mentees within five universities in the United Kingdom. The aim of the study was to analyse how student peer mentoring can aid transition into university by focusing specifically on how senior students can support their junior counterparts in their first year at university. The paper discusses the results of a survey which was completed by 329 student peer mentors and mentees. Focusing on the benefits and outcomes of participation in Mentoring Programmes, the survey was distinctive in that it asked mentors and mentees similar questions. From a theoretical perspective, the paper contributes to debates about peer support in higher education showing that participation in such programmes can have positive outcomes from both social and pedagogic perspectives. Practically speaking, the results have important implications for Higher Education Institutions as the research highlights the importance of putting into place formally structured Peer Mentoring Programmes which facilitate student support at a time when new students are most at risk of ‘dropping out’

Combining peer instruction and audience response systems to enhance academic performance, facilitate active learning and promote peer-assisted learning communities

Current research shows that peer-assisted learning can enhance students\u27 motivation, academic self-concept, academic performance and retention. Building on constructivist theory, this study investigates the use of audience response systems, or clickers, and peer instruction (PI) to engage students in class, to increase the students\u27 engagement and sense of community, both in and out of the classroom, and to increase the students\u27 academic performance. This article presents the results of a quasi-experimental study comparing the outcomes achieved by two equivalent student groups taking the same Textiles class by the same instructor in two adjacent semesters. While the control class utilised only audience response systems, the experimental class utilised clickers in combination with PI. The experimental group performed significantly better on examinations and final averages, while the control group performed significantly better on class projects. No significant difference was found between the quiz scores of the two groups. © 2011 Taylor & Francis