Had to evaluate impact of study skill modules in an Access programme on
a large scale a few years ago and found that in addition to
questionnaires, one of the best indices was use of a profile. It gave
both a basis for evaluating the development of the individual and the
add-on value of the programme, but equally important, it gave a basis
for targeting individual issues on the few precious opportunities for
face to face work with tutors or others.
OK That's easier with things like academmic writing where there is a
consenus on criteria, but perhaps criteria for the mentoring process
itself could come out of a few in depth interviews in the first
instance, together with open ended questions
Our context had an informal mentoring arrangement but key criteria for
students that improved before and after related to mentor's help in
clarifying what was expected of them and how to achieve it. In
particular - 'knowing what markers wanted' in academic essays. This
could be linked to actual marks) and to confidence.
Have a set of the profiles for academic writing and other study skills
somewhere which we were going to use for an online profiling tool where
I now work. Would be intersted to know if this is something that would
be used by others.
Jenny Ure
Tertiary Education
www.scran.ac.uk
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Melissa Staley
Sent: 14 March 2005 23:07
To: [log in to unmask]
Subject: Re: Transition & Mentor Programs - I'm new!
Hi Alison,
We are in the process of developing ways of measuring the success of the
program. I believe the university may use retention rates as a measure,
however I believe we should question this link. This is not to
undervalue the importance of the mentioning program but how do you
measure if a student has changed their long term thinking about staying
at university when the student is yet to complete the degree.
Longitudinal studies I guess, but we want some instant results.
We have just started our academic year, currently in week 3, and I have
just completed surveying our first year student population (90% return).
The survey focuses on transitional issues including how students feel
about approaching their mentor etc. The survey may give us some results
we are looking for but not sure?
I would be very interested in what models of measuring the impact of
your program, you have developed.
Melissa Staley
Student Learning Support Co-ordinator
Student Services
University of Ballarat
Phone: 03 5327 9378
>>> [log in to unmask] 03/11/05 8:39 pm >>>
Melissa,
Have you developed any tools for measuring the impact of your programme?
We have a well established PAL programme at Bournemouth which aims to
contribute to retention. It has been well evaluated qualitatively.
However, quantitative evidence to 'prove' links is not easy to come by.
Any suggestions?
Alison
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Melissa Staley
Sent: 10 March 2005 22:56
To: [log in to unmask]
Subject: Transition & Mentor Programs - I'm new!
Hi all,
I am introducing myself as a long distance member. I am currently
coordinating a Learning Support service at the University of Ballarat,
Australia. I have been in the position for 12 months and boy has it
been
an amazing 12 months! Learning Support in our university is very
heavily
linked with a transition/retention program - infact we are central to
its development and implementation - however this is coming at the
expense of Learning Support! Are other members experiencing this?
Something that has work for us this year, is a uni wide student mentor
program which has seen all (1100) first year students receive
transitional support (Focus ="sense of belonging") from a fellow
student. We have assigned older students to groups of 15 - 20 new
students. We are in our 4th week of the program and the support and
success has been immeasurable. Coordinating the program across the
entire university has been at times tricky to say the least but it is
working. First year lecturers are reporting less transitional concerns
amongst students and learning support has seen a drop in transitional
issue appointments. I am really interested in finding out if other
universities have successful mentor programs and how linked are they to
Learning Support? I am hoping to attend the first year conference in
South Hampton in July and was also hoping to meet with other "Learning
Support" people and people involved in transition program.
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