Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes

Social work students as community partners in a family intervention programme

Summary: This paper describes the findings from the evaluation of a UK initiative which engaged social work students as community partners within an educational based family intervention programme. Fourteen social work students in the first year of a BA (Hons) were placed in the programme to meet the volunteering requirements of their 'Community Project'. By engaging with the community-based family programme at an early stage in their education, students experienced the benefits of interventions, focussing on sustainability, citizenship and parent participation. We describe the approach and discuss the evaluation outcomes to illustrate the potential of utilising co-learning with families in social work education. In taking up the role of community partners, students observed first-hand the value of incorporating horizontal relationships into their learning and experienced direct knowledge exchange with service users at an early stage in their training. Findings: The findings suggest that this experience enabled students to connect with conceptualisations of macro alongside micro practice in their professional development as social workers. Further, connecting critical social theories with the direct experience of families promoted the learners own empowerment and conscientization. Application: This provided a means of embedding social work values and aspirations towards social justice in their future practice orientation

Mobile phone voting for participation and engagement in a large compulsory law course

This article reports on an action-research project designed to investigate the effect of a technological intervention on the complex interactions between student engagement, participation, attendance and preparation in a large lecture delivered as part of a compulsory first-year law course, a discipline which has not been the focus of any previous study. The technology used was VotApedia, a form of mobile phone voting, and it was implemented in tandem with constructivist pedagogies such as explicit pre-reading and a prior context of interactive lecturing. Data were collected through observation, via mobile phone voting in class and by an online survey designed to specifically explore the relationship between attendance at VotApedia lectures and factors such as self-reported engagement, attendance and preparation. The findings indicated that student response systems (SRSs) are just as applicable to more Humanities-style disciplines which require divergent questioning, and supported complex interactions between engagement, attendance and preparation. Preliminary findings indicated that, although more work needs to be done, especially on the types of students who prefer to use these systems, there is a clear potential to increase student engagement in large law lectures through the use of SRSs.Chad Habel, Matthew Stubb

A tale of two towns: A comparative study exploring the possibilities and pitfalls of social capital among people seeking recovery from substance misuse

Background: Social capital has become an influential concept in debating and understanding the modern world. Within the drug and alcohol sector, the concept of ‘recovery capital’ has gained traction with researchers suggesting that people who have access to such capital are better placed to overcome their substance use-related problems than those who do not (Cloud and Granfield, 2008), leading to requests for interventions that focus on building social capital networks (Neale & Stevenson, 2015). While accepting that the concept of social capital has enormous potential for addressing the problems associated with drug use, this paper also considers its ‘dark side’. Methods: Data were drawn from semi-structured interviews with 180 participants including 135 people who use drugs and 45 people who formerly used drugs. Results: High levels of trust, acquired through the establishment of dense social networks, are required to initiate recovery. However, these ‘strong bonds’ may also lead to the emergence of what is perceived by others as an exclusive social network that limits membership to those who qualify and abide by the ‘rules’ of the recovery community, particularly around continuous abstinence. Conclusions: Depending on the nature of the networks and the types of links participants have into them being socially connected can both inhibit and encourage recovery. Therefore, the successful application of social capital within the drugs and alcohol field requires a consideration of not only the presence or absence of social connections but their nature, the value they produce, and the social contexts within which they are developed

Peer mentorship and positive effects on student mentor and mentee retention and academic success

This study examined how the introduction of peer mentorship in an undergraduate health and social welfare programme at a large northern university affected student learning. Using an ethnographic case study approach, the study draws upon data collected from a small group of mentors and their mentees over a period of one academic year using interviews, reflective journals, assessment and course evaluation data. Analysis of the data collected identified a number of key findings: peer mentorship improves assessment performance for both mentee and mentor; reduces stress and anxiety, enhances participation and engagement in the academic community, and adds value to student outcomes

Factors that influence teachers’ decisions to use smartphone clicker apps to enhance teacher-student interactions in university classrooms in Saudi Arabia

Smartphone clicker apps are increasingly used in university classrooms to facilitate teacher–student interaction and collaborative learning. This study aimed to identify the factors that influence teachers’ decisions to adopt smartphone clicker app technology to enhance teacher–student interactions in university classrooms in Saudi Arabia. A mixed-method study design was employed in this study. Thirty-three teachers from a Computer Science faculty completed a questionnaire and 14 of them participated in focus group interviews to provide their views. Two main findings emerged in this study: positive and significant relationships between teachers’ perceptions of the smartphone clicker app’s ease of use and its perceived usefulness; and a significant relationship between teachers’ perceptions of the usefulness of the smartphone clicker app and their attitude towards its use in the classroom. This study also identified that training on how to implement the smartphone clicker app effectively in lesson activities is a significant influence on teachers’ perceptions of the usefulness of, and their decision to use, the app. The main implication of these findings is that smartphone clicker app developers and user training coordinators must consider teachers’ perceptions of the suitability of the technology and their desire to design learning tasks to facilitate student participation and engagement