Learning development mentor provision – how it’s going

Research output: Contribution to JournalConference Article/Conference Proceedingspeer-review


Continuing from the presentation in 2022 (see Thomas and Mansfield, 2022), the University of Northampton Learning Development Team used this session to share how the second year of their Learning Development Mentor Project has progressed. Our session discussed the impact of utilising student mentors on the provision of our service with the objective of reducing barriers to accessing support. Our nine Learning Development Mentors (LDMs) replicate that of Price et al.’s (2018) Student Learning Assistant Model where we offer support to students from any disciplinary subject via drop-ins, tutorials and other formal events. All LDMs are current second- and third-year students and work four or six hours a week to supplement the LD provision by offering a peer perspective to academic and study skills. Furthermore, they are seeping into spaces unable to be penetrated by Learning Development. The talk evaluated how the role was co-created with the LD Mentors and the benefits and impact it has had on the LD provision. We discussed how the Learning Development tutors, mentors and users of the service differentiate the roles. In addition, the impact of the following projects which the LDMs have been involved with was considered:•University of Northampton Plagiarism Awareness Course (UNPAC). •Social media and marketing outputs. •Pathways project to support students’ understanding of Learning Development and how to access the service.•Other institutional events such as open days, exam ready project and many more. The conference presentation will describe how we have navigated the project and how measuring impact with the project is not always straightforward.
Original languageEnglish
Article number29
Number of pages7
JournalJournal of Learning Development in Higher Education
Issue number29
Publication statusPublished - 31 Oct 2023


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