Working outside the box: breaking down barriers with a Learning Development Peer Mentor scheme

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Abstract

Peer learning is simply described as students from similar social groupings helping each other to learn (Topping, 2007). A recent document by the European Centre for Supplemental Instruction-Peer Assisted Study Sessions (SI PASS) (2019) highlighted that 32 universities in the UK provide a system of peer support, and these vary both in how they operate and their nomenclature: schemes could be framed as peer assisted learning, peer assisted study sessions or peer mentoring. Our aim was to create a supplementary, peer-led service which provides students with engaging, timely guidance and develops effective learning relationships based on parity and equality (Collier, 2015). We decided to use a similar approach to the Student Learning Assistant model of Price et al. (2019), where the Learning Development (LD) Mentors offer support to students from any disciplinary subject.

Eight students were recruited and funded to offer peer support to all students within the institution. All are current second-and third-year students who work four hours per week supplementing the LD provision via a daily drop-in as well as leading ongoing projects and tasks, including resource development and evaluation. A key driver is reaching students who do not currently use the LD provision by developing resources in physical spaces and digital platforms previously unused in our work (e.g.,in student halls and using platforms like Discord and TikTok). We will offer a perspective on the benefits and issues encountered when working with LD mentors, evaluate how the role was co-created with the students and assess the impact it has had on wider student engagement.
Original languageEnglish
Number of pages4
JournalJournal of Learning Development in Higher Education
Volume25
DOIs
Publication statusPublished - 28 Oct 2022

Keywords

  • Peer mentoring
  • learning development
  • student voice

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