Subject-based Student Mentoring at VU
DOES IT WORK?

Research in the US on Supplemental Instruction (SI)and in Australia on Peer Assisted Study Scheme (PASS) demonstrates that participation in Subject-based Student Mentoring often improves student grades and makes students feel supported and therefore more positive about their studies. Student mentors also gain from participating in the program (see the Evaluation page for examples of what the VU Student Mentors said in Accounting for Decision Making) such as developing leadership skills, confidence and increasing understanding of concepts by revising them with the student mentoring group.

A common criticism of SI and PASS is the extent to which it is the group mentoring session that helped increase the students' grades or some other variables. For example, the students who attend the program might be considered to be more highly motivated than those students who do not attend, the implication being that these students would have done well anyway. These issues are being continually debated and if you are interested in reading the literature about SI go to the web site for Supplemental Instruction and/or join the SI discussion list. 

Subject-based Student Mentoring is not being presented as a 'cure all' for student retention but rather as one of many ways in which staff in the university can help to:

• increase students' satisfaction and understanding of their subject 
• increase students' sense of belonging
• provide an opportunity for staff to gain timely feedback on their subject

Join the Peer Resources Network

Some Useful References (also see Resources)

Arendale, D. R. (1994). Understanding the supplemental instruction model. In D. C. Martin & D.R. Arendale (Eds.), Supplemental instruction: Increasing achievement and retention (pp. 11-22). New Directions for Teaching and Learning, No. 60. San Francisco: Jossey-Bass.

Kochenour, E. O., Jolley, D., Kaup, J. G., Patrick, D. L., Roach, K. D., & Wenzler, L. A. (1997). Supplemental instruction: An effective component of student affairs programming. Journal of College Student Development (November/December), 577-585.

Levitz, R. (1990). Supplemental instruction takes off. Recruitment and Retention Newsletter, (November), p. 7.

Martin, D. C., & Arendale, D. R. (Eds.) (1994). Supplemental instruction: Increasing achievement and retention. New Directions for Teaching and Learning No. 60. San Francisco: Jossey-Bass.

Martin, D. C., & Blanc, R. A. (1994). VSI: A pathway to mastery and persistence. In D. C. Martin & D. R. Arendale (Eds.), Supplemental instruction: Increasing achievement and retention (pp. 83-92). New Directions for Teaching and Learning, No. 60. San Francisco: Jossey-Bass.

McGrath, D., & Townsend, B. T. (1997). Strengthening preparedness of at-risk students. In J. G.      Gaff, J. L. Ratcliff, & Associates, Handbook of the Undergraduate Curriculum: A comprehensive guide to purposes, structures, practices, and change (pp. 213-229). San Francisco: Jossey-Bass.