FAQ

1. What is the evidence to support peer mentoring increasing retention rates?
2. Is Peer Networking preferable to academic mentoring?
3. Should Peer Networking Programs include academic activities?
4. Does it matter whether the Coordinator is a Professional or Academic staff person?
5. What are the key factors in successful peer networking programs?
6. How much time will Coordinating a Peer Network Program take?
7. How long should a Peer Networking program run?
8. Should participation be voluntary or compulsory?
9. Can students join more than one program?
10. Can mentors join more than one program?
11. Can students join a networking program after the introduction activity?
12. When is it best to hold the initial introduction activity?
13. What are the core elements of an Introduction day/half day?
14. What are the benefits for staff in having peer networking programs?
15. How often does the Peer Networking Coordinators’ group meet?

If you have any other questions not listed here, please contact Audrey Stratton,Transition Unit Advisor.

What is the evidence to support peer mentoring increasing retention rates?

There are a number of international and national research studies which show increased retention rates for those who participate in networking programs and the reasons for it.  Closer to home, analysis of the SmoothStart Peer networking program, when comparing participating students with eligible non participating students, consistently show increased retention rates for those who participate in the program.  Anecdotal evidence and feedback from participants suggest that one reason for increased retention rates is that the networking program mitigates being isolated and overwhelmed.  The feedback clearly supports a greater satisfaction rate about the students’ tertiary experience.

The Transition Unit is striving to build in more statistical analysis related to retention and GPA differences between participating and eligible, non-participating students. (It’s a fertile research field for a PhD student!)

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Is Peer Networking preferable to academic mentoring?

The two are not mutually exclusive.  There is scope to dove tail and make them complementary to each other.  We have examples in this University of faculties running both simultaneously. (ECMS)

There is an inherent power imbalance with academic mentoring which does not exist to the same degree in peer networking. However, academic mentoring, can be an effective means of breaking down perceived barriers between academics and students if the academic staff are seen to be approachable and helpful.

Peer networking can be useful in allowing new students to ‘rehearse’ how they might best approach academic staff and how to phrase questions to obtain the outcomes they want.  Experience shows students who participate are more likely to have the confidence to approach staff if they need assistance.

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Should Peer Networking Programs include academic activities?

It is preferable to keep the networking programs low key and informal but they can be effectively used to promote academic workshops and activities put on by the Faculty/School or other support services for their students.

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Does it matter whether the Coordinator is a Professional or Academic staff person?

No. We have both professional and academic staff leading peer networking programs.  The key ingredients are time, enthusiasm and effective organisation skills.

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What are the key factors in successful Peer Networking Programs?

Leadership is a critical factor.  The programs that have been the most successful are those that

• Have an enthusiastic, well organised Coordinator committed to the success of the program
• Have strong Faculty/School backing to allow the Coordinator sufficient time to undertake the necessary tasks
• Plan early and promote the program effectively to prospective students (eg. Peer Networking section on the Faculty website)

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How much time will Coordinating a Peer Network Program take?

Most Peer Networking programs continue for 6 weeks but can continue for the whole semester.  Most Coordinators report that it is a 0.2 - 0.4FTE.  More time is required when piloting a program and at the beginning of the program.  Once materials have been developed and experience gained the time will reduce slightly.

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How long should a Peer Networking program run?

Practice wisdom says that contact from mentees with their mentors reduces significantly after the first few weeks.  Hence we usually recommend a 6 week program to help new students through the first term.  Some Coordinators have experimented with 7-8 weeks to assist new students settle back into term 2.  SmoothStart continues for the whole of the first semester (however most of the mentor contact and social activities occur within the first 6 weeks of the semester).

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Should participation be voluntary or compulsory?

Practice wisdom suggests that automatically assigning a mentor does not guarantee participation and does not help to achieve the goals of peer networking schemes.  Students view it as another chore rather than something which might be fun or helpful.  It is preferable for Faculties and Schools to build a culture wherein it is expected that students will take up the opportunity to meet fellow first years studying similar courses.  This can be done through the use of various promotional material and targeted advertising.  Using the feedback and photos of participating students is an effective way of communicating to new students the message that networking programs are fashionable and fun.

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Can students join more than one program?

From the Transition Unit’s perspective the more a new student engages in the uni community the better.  However this needs to be balanced alongside other commitments and time availability.  Most students will only opt for one.

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Can mentors join more than one program?

“No” is the short answer. It is hard to imagine circumstances in which doubling up would be appropriate.  Part of the mentor’s job, in addition to keeping in touch with a small group of students for the duration of the program, is to be an active member of a team of mentors and be accountable to and communicate with the Coordinator of that program.  The time commitment would probably dictate a no to most potential mentors also the ability to focus on the separate needs of two groups, in addition to study and other commitments,  is likely to be too difficult to maintain over the course of a term or semester.

We also want to involve as many students as possible in mentoring so that they have the opportunity to gain valuable skills and experience which will assist them in the future.

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Can students join a networking program after the introduction activity?

This is a judgment call local Coordinators need to make.  However, experience shows that, students who do not attend the introduction activity miss out on valuable relationship building exercises, both with the mentor and with other students, in both small and large group activities.  if a student misses the dynamics of that initial contact then the  student is unlikely to be able to effectively join with the program students.

Some students have been invited to social activities after having missed the introduction activity but it is usually difficult for them to mix well in the larger group unless they have a very extrovert personality. If a mentor can organise a small group meeting to introduce a new member in the early days following the introduction activity there is a better chance of bonding taking place with the new member.  New students will rarely respond to mentor emails unless they have first met the mentor face to face.

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When is it best to hold the initial introduction activity?

The SmoothStart introduction day is held on the Friday before Orientation Week.  This is timed to allow rural and interstate students a chance to become oriented to their new environment before the massive influx of students during Orientation Week. Other Networking Programs have also chosen to conduct their introduction days prior to orientation week to avoid the frenetic activities of O’Week.  However, other programs chose to hold their introduction event during Orientation Week so that it could be linked to preliminary lecture days, which worked well for their particular program.  Each program needs to consider their target group and decide what is likely to work best for them.

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What are the core elements of an Introduction day/half day?

The Transition Unit recommend that the following be included in any program when first introducing mentors and mentees:

• Small group icebreakers to help the new students feel comfortable with each other and their mentors
• Some opportunity for students to mix in the larger group
• A welcome from key staff from the Faculty/School/Discipline
• Campus tour in small groups or scavenger hunt that helps orient students to the campus in general and to their own area in particular
• Introduction to the range of academic and student support services available on campus and to the extended whole of semester orientation program (UniStep)
• Food!

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What are the benefits for staff in having peer networking programs?

• Staff have a closer relationship with mentor students and have a ready pool of students to draw on for other Faculty/School endeavours
• Reward in watching mentor students develop their graduate attributes
• Knowledge that commencing students will be provided with support during their transition to university

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How often does the Peer Networking Coordinators’ group meet?

Approximately 3 times per year, However, the Transition Unit Network Coordinator is available for consultation on an ongoing basis.

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