1 PEER MENTORING: A SUPPORT STRATEGY MOULDED BY STUDENTS FOR STUDENTS

With the challenge of widening participation no longer being just for institutions to ‘recruit their students from under-represented groups but also to ‘ensure their success ’ (HEFCE quoted in Knox 2005), Universities are reviewing their strategies for student learning support for all students; amongst these is the use of peer mentoring. This paper describes an initiative funded by the Widening Participation Group to harness the energy, enthusiasm and hindsight wisdom of second and third year students in supporting first year students as they adjust to the demands of life and learning in Higher Education (HE) through a peer mentoring scheme. A pilot scheme has been operating in the Departments of Computing and Dance Studies at the University of Surrey since September 2005. Whilst drawing on the experience of other institutions, the pilot has allowed students themselves to help shape its operation with the result that two different models have emerged. Some mentors have decided to work with mentees on a one-to-one basis, whilst others are engaged in small group work. Within the two basic models peer mentors have developed their own individual ways of working with some supporting mostly by email, and others being involved in regular face-to-face meetings. Evaluation of the work so far has provided valuable information for future development and shows that there have been tangible benefits for both mentors and mentees. Experiences gained from the project support findings elsewhere that energy and organisation is needed to maintain the momentum of mentoring schemes. This paper suggests how peer mentoring might be sustained and expanded at Surrey