Peer-to-peer mentoring: an embedded model to support the transition of first year psychology students

Chester, Andrea and Xenos, Sophia and Burton, Lorelle J. (2012) Peer-to-peer mentoring: an embedded model to support the transition of first year psychology students. In: Teaching psychology around the world: volume 3. Cambridge Scholars Publishing, Newcastle upon Tyne, United Kingdom, pp. 133-150. ISBN 978-1-4438-3448-3

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Abstract

The transition to tertiary study has been identified as a critical period for students. As universities seek greater efficiencies of scale, staff-student ratios rarely fall below 1:25. While lower ratios facilitate greater engagement and permit more feedback, the question for educators is how the benefits of individualised instruction can be created within the current educational constraints. Peer-to-peer mentoring provides a framework for offering such support in both academic and psychosocial areas of university life with experienced students acting as peer mentors to support and guide first year students.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Copyright © 2012 by Sherri McCarthy, Jacquelyn Cranney, K. Laurie Dickson, Annie Trapp and Victor Karandashev and contributors. No part of this book may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the copyright owner. Ch 10.
Faculty / Department / School: Historic - Faculty of Sciences - Department of Psychology
Date Deposited: 26 Jun 2013 01:50
Last Modified: 20 Apr 2017 05:19
Uncontrolled Keywords: transition to university; mentoring; student mentors
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1301 Education Systems > 130103 Higher Education
13 Education > 1303 Specialist Studies in Education > 130309 Learning Sciences
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970117 Expanding Knowledge in Psychology and Cognitive Sciences
URI: http://eprints.usq.edu.au/id/eprint/22052

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