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    1. Pathways to Success: The Value of Peer Mentoring in Enhancing Student Transition to University Jane Andrews, Robin Clark, Paul Gorman A Presentation for the Retention Project Team Summit Meeting, Derby. 20th January 2010.

    3. Definitions: Institutional Differences in Conceptualizing Peer Mentoring Difficult to define Peer Mentoring students helping other students Support Advice Pastoral and academic

    4. Pathways to Success Hypothesis Students who experience peer mentoring gain a greater sense of belonging both socially and academically. The result is higher retention and progression rates for the institution and greater achievement for the student. Project Aim To identify a number of interventions that have made a measurable impact on retention, progression and achievement.

    5. Exploratory Survey Findings: Sample One survey for 6 HEIs Terminology adapted to match each institution

    6. The Respondents 55.3% are mentees and 43.7% are mentors 76.2% are female and 23.2% are male 4.6% stated they have a disability 74.8% are 18 20, 11.3% are 21 24 and 12.3% are 25 or over 46. 4% are first years, 25.8% are second years, 22.5% are third years and 4% are fourth years 94.7% are full-time and 4% are part-time 88.45% are Home (EU) students and 11.3% are International (non-EU) students Over two thirds of the respondents are white

    7. Exploratory Survey: Mean Scores: A E Tables Mean scores were calculated Converted into A E tables

    8. Findings: Before starting University

    9. Findings: As a result of participating in Peer Mentoring

    10. Findings: The value of Peer Mentoring

    11. Findings: Reasons to become a Mentor

    12. Findings: Students comments It has helped me a lot in applying for a placement both my having a mentor and being a mentor has broadened my CV and given me a wider range of things to discuss in interviews I think that the mentoring experience changes more than just my university experience, working so closely with people about issues that reflect their concerns and anxieties and the way they think and approach stressful situations is always very rewarding I'm not as much of a university hermit as before. I feel integrated now, like I have something to offer outside of my performance in my subject area I felt more comfortable coming to university knowing there was somebody friendly available to talk to if I needed to, and who could answer any queries I had truthfully from a student perspective

    13. A Multi-dimensional Approach to Conceptualizing Peer Mentoring in Higher Education Institutional Factors building of social and cultural capital Public Policy Drivers Peer Transferable Skills WP/NPM Mentoring WBL/PBL cultivation of lifelong learning and employability skills Study Skills Development

    14. Next Step: Case-study Research: Issues of Method & practice Methodological Issues 8 different HEIs each offering a wide variety of PM programmes and strategies* No one single methodological approach suitable Need to encapsulate wide-range of perspectives Requirement to acquire quantifiable and qualitative empirical evidence * Includes York University Canada, and Oslo Institute of Higher Education, Norway. Practical Issues Management of project In-depth research at 8 institutions

    15. Future Direction of Research Development of conceptual framework to encapsulate all aspects of peer mentoring Quantitative survey across institutions aimed at identifying key issues Case-study research - Interviews, Focus Groups, Observations & Surveys. Project Outcomes Tool-kit for use by HEIs wishing to develop peer mentoring Empirical evidence capturing the value of mentoring in enhancing the first year experience