A web of interconnectedness: The implications of coordinating a peer mentoring program

A multifaceted approach to evaluating the peer mentoring program at the University of Western Sydney (UWS) enables the Learning Skills Unit staff involved in this program both to sustain an appropriate training program and enhance their skills base. The approach taken to coordinating this program follows the action research cycle: observation leads to reflection, which informs planning, and then action. There are substantial pedagogical implications for Learning Skills staff working on this program as the teaching practices employed during mentor training inform and enhance their work with students in other teaching contexts. Regular meetings between the coordinators, trainers and School academics, along with debriefing sessions with mentors, provide insights which are applied to inform an evolving and dynamic program and create a web of interconnectedness which not only promotes cross fertilisation of ideas but also leads to exciting collaborative projects.

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Power, Clare
Handa, Neera
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Critiquing and reflecting: LAS profession and Practice. Refereed Proceedings from the National Biennial Conference, ANU, Canberra; pp. 155-165
Milnes, Stephen
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