Peer mentoring for first year students via e-mail: implementation and evaluation of an eMentoring scheme

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Peer mentoring for first year students via
e-mailimplementation and evaluation of an
eMentoring scheme Hazel Dewart, Paula
Hixenbaugh, Lisa Thorn and Della Drees
Contact
dewarth_at_wmin.ac.uk for an information pack
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The setting Metropolitan University Many
commute from homeDiverse student group

• In 2005-6
• 22,480 students
• 59 full-time
• 75 UG
• 86 Home
• 56 female
• 54 ethnic minority

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The first year experience eMentoring

• Being a first year student in H.E. can be
  stressful and bewildering, especially first
  semester
• The greater the investment in this period the
  less likely a student is to leave, as they feel
  more supported Higher Education Funding
  Council for England (2001)
• Our scheme offers all first year psychology
  students (mentees) mentoring by third years
  (mentors)
• Communication is by e-mail eMentoring
• Third year students volunteer and are trained
• Offered for last 5 years.

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Flow of electronic information
The University Counselling and Advice Service
supporting all participants in the research
Department
eMentoring team
eMentors
Researchers
Discussion board web site
eMentees
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Evaluation findings Reasons mentees contacted
their mentor
Most queries were about academic/university
procedure referencing, useful books, plagiarism,
module choices, handing-in coursework, and
extenuating circumstances. General advice
housing, student union.
Dropping out One year, 3 mentees said they had
contacted their mentor specifically because they
had been thinking of leaving the course. These
students went on to complete the year.

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Evaluation findings Mentee and mentor feedback

• Mentee feedback has been consistently positive
• 95 thought that the scheme was a good idea,
  whether they used it or not
• 70 who used it found it useful and 81 found
  their mentor helpful
• Mentee use has increased from 22 in 2002-3 to
  70 in 2006-7.Mentor feedback has also been
  positive. They reported
• They had gained from being a mentor
• That it benefited their mentees
• They felt effective in their role
• It did not interfere with their own studies
• Mentor volunteering increased from 19 in 2002-3
  to 38 in 2006-7.

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Measures at beginning and end of year Comparison
with control cohort (no eMentoring)
Non-mentored control vs mentored intakes
Mentor contact vs no mentor contact (mentored
years) intakes
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Mentee quotes Mentor quotes
I enjoyed getting to know new people and
allaying worries I probably had as a first
year I was happy to be able to help first years
and felt I could relate well to the types of
questions they were asking. I felt it was a
positive experience for myself and the mentees I
had contact with Being a mentor has enabled me
to reflect on my time at Westminster and to offer
information and support to those who were new to
university life I had a mentor in my first year
at university, and I found them very helpful. I
wanted to help others in the same situation. I
wanted to give something back to the students and
the university. I have great comfort knowing that
I have helped others
I felt overwhelmed at the beginning and wanted
to quit! Desperation lack of confidence Was
concerned about doing assignments mentor said
not to worry as 1st year is about learning and
improving those skills I had problems with
research methods needed reassuring Panic, get
encouragement, put things into perspective Diffi
culties with time management, getting it all
done! For advice on how to survive through a
difficult time
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Conclusions

• Peer eMentoring works in an academic setting
• It provides additional support in First Year
• Both mentees and mentors benefit
• On-line communication works well for a diverse
  and widely dispersed first year student
  group