Student Academic Mentoring: Collaborative Peer Learning and Support for Undergraduates

Abstract

This chapter discusses an undergraduate student academic mentoring project, based on case study research at a higher education institution in England. A group of Year 2 undergraduates mentored Year 1 students on an education-based degree. The tripartite structural model of mentoring used, involved individual, small group and in-class student peer support. The benefits of undergraduate mentoring have been widely documented and summarised (Crisp et al., Mentoring undergraduate students [special issue]. ASHE Higher Education Report, 43(1), 7-103, 2017) and the student academic mentoring project was found to be beneficial in relation to student socialisation, participation, attrition and transition from post-16 to university education. Scaffolded, collaborative learning initiated co-caring communities of practice and helped to engender a sense of student well-being and belonging.