Subject-based Student Mentoring at VU
FREQUENTLY ASKED QUESTIONS

Do I get any time release?

How do I get enough students to participate as mentors?

Isn't it all just about getting students to do our teaching?

How do I know if the students have the necessary skills to be mentors?

What if the student mentors are bad at their jobs?

What does the mentor training cosist of and when does it occur?

What if the students don't like the mentors?

Do I get any time release?

Yes. In 2003, the Higher Education Management Group agreed that each year, the subject staff member in Higher Ed be given one hour time release to coordinate the Subject-based Student Mentoring Program. For TAFE staff, an implemetation model is currently being discussed and therefore time release has not been determined.

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How do I get enough students to participate as mentors?

By being persistent and using a variety of strategies.

Use last years mentors to 'sell' the program. Have them attend classes/lectures to speak to the students about what they gained by being involved. Approach students individually. This often encourages students to participate. Encourage your later year students to understand the importance of being able to demonstrate communication skills to a potential employer. Tell your students how the Subject-based Student Mentoring Program can help them do this. (See the Core Graduate Attributes website for more information on skills being looked for by employers).

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Isn't it all just about getting the students to do our teaching?

There are aspects to being a Student Mentor which involve skills found in good teaching practice such as group facilitation skills. However, Student Mentors are not responsible for introducing or teaching new content but rather for revising with the students and finding new ways of understanding content already introduced by the academic teaching staff. They are not responsible in any way for introducing new content or for assessment.

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How do I know if the students have the necessary skills to be mentors?

Students interested in being a mentor need to have passed the subject with at least a credit. They are also trained prior to the program. Students found not to be demonstrating the necessary skills to be a mentor are requested not to take part. Staff often know which of their students might have the potential to become good mentors. 

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What if the Student Mentors are bad at their jobs?

Student Mentors usually self-assess their abilities and tend to withdraw during training if they feel they are not ready for such a role. Occasionally a student will not be working well as a mentor and if this happens they will be requested to discuss the issues with the subject coordinator and/or SLS staff member. If all else fails they will be asked to withdraw.

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What does the Mentor Training consist of and when does it occur?

Generally three hours is put aside for mentor training although this can be longer if deemed necessary. Training involves the subject coordinator, an SLS staff member and a staff member from Student Counselling. In the training, students are encouraged to share their experiences of the subject and key issues which arose for them when studying it. Students are trained in basic group facilitation skills, are given information about the subject such as key concepts to be covered, assessment dates and tasks. The focus is on encouraging the student mentors to encourage the group members to learn from each other.

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What if the students don't like the mentors?

The mentors run the groups in pairs, not alone, so it is likely that if students don't like one Student Mentor they will like the other. The training assists staff to determine a student's suitability to be a mentor.

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