Overview of session
AALL conference 2009
Roundtable
Mentor training for ALL?
Alison Brown and Paula Keogh
Study and Learning Centre
Why are we here?
Some terminology
RMIT story
The training
Issues discussion
RMIT University
Images in this presentation from Image © Microsoft Corporation, iStock.com and
http://images.google.com/
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Why are we here? Where are you at?
What do you hope to get from this session?
Terms and roles
peer tutors, SI (supplemental instruction),
tutor assistants,
peer leaders,
PASS
‘student mentors’
Used at RMIT as an umbrella term
for a range of voluntary peer
learning roles, mainly embedded in
academic programs (courses)
Study and Learning Centre, RMIT University, Nov 2009
There is a lot of research / information on the
benefits of mentoring (see attached bibliography)
Study and Learning Centre, RMIT University, Nov 2009
RMIT research: benefits for mentees
•Including RMIT research on a psychology
mentoring program (Psychology Peer
Assisted Tutorial Sessions) which
concluded …
Study and Learning Centre, RMIT University, Nov 2009
RMIT University©yyyy
Study and Learning
School/Department/Area
Centre, RMIT University, Nov
2009School/Department/Area
6
RMIT research: benefits for mentors
And a much smaller amount of research on mentor training
(our focus)
The Australasian Journal of Peer
Learning from the National
Centre for PASS / SI, University
of Wollongong
• Articles suggesting that critical
reflection and learning theory be
included in training
• Any other research?
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
… but very little on how the training actually
Study and Learning Centre, RMIT University, Nov 2009
RMIT student mentor experience
works…
• 18-22 academic mentor programs
• Who delivers the training?
• How much? How long? How often?
(from engineering to French)
• How is it delivered?
• What topics are covered?
• Who decides on this?
• Is it generic or tailored training?
• What is the best timing for delivery?
• What about after the training?
• Is there a role for technology?
• 285 mentors (approximately)
3 groups involved
– champions (usually academic staff) coordinate
mentor programs
– SEL provides administration and certification
– Study & Learning Centre (that’s us) trains mentors
• What about evaluation?
Study and Learning Centre, RMIT University, Nov 2009
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
What do the mentors do?
Context
Different learning objectives in different programs
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Stages in the training
The training: seven mini-modules
(selected from and ‘tailored’ to the program needs
• What is mentoring?
• Learning styles
• Communication
• Peer learning
• Awareness of diversity
• Reflective practice
• Facilitating a small
group
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Sample slide from Mentoring module
Sample slide 2
Mentoring
Where does the mentor fit?
Teacher?
Is this an accurate
depiction of
How do these roles overlap
with mentoring?
In what ways are the roles
distinct?
mentoring?
Friend?
Study and Learning Centre, RMIT University, Nov 2009
Counsellor?
Study and Learning Centre, RMIT University, Nov 2009
Is mentor training an ALL role?
Rationale for SLC as trainers (RMIT)
Who mentors (supports) the mentors?
• Already doing training of student reps (SSCC)
• Direct support from champions
• Consistent, centralised
• Mentors can draw upon (or refer mentees to) RMIT
support services on campus or online
• Experienced ESL/academic literacy teachers
• Regular emails among mentors
• Know RMIT and services – are part of Student
Services Group
• Mentor leader(s) sometimes appointed
• Discussion/debriefing/social group meetings
• Using Facebook as a networking and communication site.
• Opens doors to relationships with academic staff
• May lead into further deep-level collaborative
projects and resource development
Study and Learning Centre, RMIT University, Nov 2009
• Use of a mentors’ blog or wiki to share experiences and
ideas (functions best with a student leader)
• Future – SLC website and wiki – further resources/
activities
Study and Learning Centre, RMIT University, Nov 2009
Mentor Blog 1. (run by the mentor leader)
Mentor blog 2
http://commdesignmentors.wordpress.com/
The mentors seem to have relaxed into the class a bit- they are generally not
so fussed with being a “mentor”, or defining their role as somewhere between
a student and lecturer, but have just given in to acting as the moment asks.
I feel a bit bad for making them feel like they should define their role- now that
I have talked to them this second time I feel like I was being a bit stuffy and
formal about it all, when of course something like that wouldn’t work with a
class like this. What was I thinking??? A loose and unstructured class does
not call for formal mentoring roles, and I guess I should have realised, but oh
well, that’s how you learn I guess.
This week they just went into the class, participated (as students in the class
but also as a kind of guidance), and did what they felt they should do. It
seems that mostly that means giving their opinion when its asked and
prompting people to question what they think and say.
When I met up with the mentors I kept yammering on and on asking
“what do you find rewarding about this?” It’s kind of obvious with the
1st years- going over your own skills, making a community,
satisfaction from being able to help other people, being able to pass
down your knowledge.
But what are the rewards from 2nd year sessions so far?
Building a sense of community. Putting yourself in a challenging
situation and trying to make it work. Gives you faith in comm. design
(seeing that they’re not just stupid little kids, that they’re thinking
about big problems and are able to work together).
Being able to see such a rad project, and be a part of it. It is humbling.
Feels good to give critical insight.Helps them to grow as thinkers and
designers, and feels good to help the 2nd years become better
thinkers and designers.
Study and Learning Centre, RMIT University, Nov 2009
Evaluation
Study and Learning Centre, RMIT University, Nov 2009
Group discussion
• Qualitative and quantitative
• SEL (Student Engagement and Leadership) questionnaire
(after first session)
issues and ideas for
training student
mentors?
• Focus group and / or one-on-one interviews
• Online survey
• Case studies
Study and Learning Centre, RMIT University, Nov 2009
Some issues for RMIT (and ALL)?
• Are mentors working with discipline content? Is this
teaching? What training should they have?
• How deep should the training content be in terms of
learning theory?
Study and Learning Centre, RMIT University, Nov
2009School/Department/Area
Thank you
Alison Brown
[email protected]
Paula Keogh
[email protected]
• Should we be engaged in social mentoring?
• Staffing? How big will it get?
> > Training the trainers
• Follow-up – feasibility of multiple deliveries
Study and Learning Centre
RMIT University
• What other elements could be offered?
• Inclusion of maths-related areas
Study and Learning Centre, RMIT University, Nov 2009
Study and Learning Centre, RMIT University, Nov 2009