Using Student Peer Mentoring to Promote Retention on a Foundation Degree Embedded in the Undergraduate Degree Structure at a HE Institution Dave Simm and Rebecca Schaaf Department of Geography, Bath Spa University Issues Facing Foundation Degree Students in HE Most of the FDDG is embedded with the BSc Geography degree programme, so FDDG students generally share lectures and classes and mix with a variety of other BSc degree students. However, these students may face general problems: Ü Initial feelings of intimidation, feeling ‘out of their depth’, or by the apparent competitiveness of fellow students. FDDG students may feel ‘intimidated’ by a university environment or by younger students who they may perceive as being more academically-prepared (due to recent schooling) or gifted (school qualifications). Ü FDDG students are ‘forced’ to compete with BSc students, only separated as a cohort for occasional tasks and tutorials. However, some students are heartened by their ability to ‘compete’, whilst others risk becoming disenfranchised. Ü Some FDDG students have specific skills training and pastoral needs. In addition to acquiring vocational skills, FDDG students also need to gain all of the essential academic skills to qualify for the upgrade to Year 3 of the BSc Geography. Figure 1: Work placement at an organic farm, Ullar, Tamil Nadu, India. Retention Issues Once recruited to the FDDG programme, students are currently prematurely being lost to the BSc Geography degree programme. In the first two years of running the FDDG, up to 60% of students have transferred to BSc Geography. Although the retention rate is of concern, the drop-out rate (14%) is slightly higher than other degree programmes. Non-Mature students, typically those straight from school are most likely to withdraw or wish to transfer. Of the students who perform well, generally half wish to transfer to BSc Geography, and the other half continue with the FDDG. Students wishing to transfer are offered academic guidance by tutors, and submit a supporting statement justifying how the new degree pathway will match their new aspirations. The reasons for transfer or drop-out are varied: Factors relating to the overseas placement: Ü External commitments – family or work commitments. Ü Financial – cost of the overseas placement. Ü Daunted by the challenge of the overseas placement. Factors relating to other degree programmes: Ü ‘Greener grass’ of BSc Geography. Increased module choice in BSc Geography, whilst the FDDG is viewed as being prescriptive. Ü Developed new aspirations - Some FDDG students perform extremely well, competing with the best of the BSc students and so argue that they are good enough to be transferred to the BSc degree programme. Ü Year 1 assignment marks contribute towards the FDDG degree programme but not towards the BSC Geography – so there may exist animosity and pressure that FDDG work counts towards their degree classification (albeit Pass/Fail) whilst the BSc students get a ‘free ride’ during their first year. Ü Even though students can gain 2 degrees (Foundation and BSc) with 3 years of study, students comment that there is limited choice of options available at Year 3 because of prerequisite modules. Despite high competition for places currently at BSU, there is no evidence to suggest that students perceive the FDDG as a ‘backdoor’ route on to the BSc Geography degree programme. But by transferring to BSc Geography, students are not lost to Department in terms of FTE. However, such a poor retention rate is undesirable, both administratively and for the morale of students choosing to remain on the FDDG degree programme. ABSTRACT The number and variety of Foundation Degrees offered by UK universities have grown in recent years. Most are delivered off-campus at a partner FE institution, whilst others are partly embedded within existing undergraduate degree programmes. The latter category presents HE institutions with new issues and challenges, namely responding to the skills training and pastoral support needed by incoming Foundation Degree students, many of whom will have low or non- traditional entry qualifications, as well as offering the vocational perspective characteristic of Foundation Degrees. Some Foundation Degree students initially may feel intimidated by university surroundings or by the apparent competitiveness of fellow students, whilst others may grow in confidence in their ability to ‘compete’ with students enrolled on undergraduate degree programmes. The Foundation Degree in Development Geography at Bath Spa University has experienced, during its infancy, problems of retention due to these factors – students may either feel ‘out of their depth’ or are distracted by the ‘greener grass’ of Single Honours Geography once they arrive. Many applicants are initially attracted by the opportunity to undertake a 3-month long work placement in a developing country as part of the Foundation Degree in Development Geography; however, once enrolled, the daunting prospect of spending 3 months overseas may further act as a ‘push’ factor. This study outlines the measures put in place to offer support Foundation Degree students using peer mentoring as well as informal discussion workshops, and suggests ways of dealing with the differing pastoral and academic needs of Foundation Degree students in a HE environment. BACKGROUND Introduction to the Foundation Degree Bath Spa University offers a Foundation Degree in Development Geography (FDDG). It is of 2 years duration and mostly embedded within the existing BSc Geography programme. Unique to the FDDG is the GE2038 Development Geography Field Experience module which consists of a 3-month long work placement with an academic project taken in a developing country during semester 1 of Year 2. It is a compulsory module, worth 60 credits. Upon successful completion of FDDG students may apply to be upgraded onto the Year 3 of the BSc Single Honours Geography degree programme. The FDDG currently attracts a university scholarship of £1000 per year. Required entry grades are 80 points, although relevant (work) experience will be considered on an individual basis for Mature (those aged over 21 years) students after an interview. The first intake was in September 2005, and the first students graduated in July 2007. As a Foundation Degree, a vocational perspective is delivered mainly through the overseas placement and also a 2-week work placement with, for instance, a development NGO. Field Experience Module The overseas placement is set up and supervised by an established gap- year travel specialist, Teaching & Projects Abroad (www.projects- abroad.com) who offer a large range of destinations and a variety of work placement types. Local T&PA supervisors in the host country provide support to academic projects (cf. Winlow et al., 2007). Recent student placements have taken place in Swaziland (working on a Game Reserve and studying the inter-relationships between conservation and poverty) and Ghana (to work on an organic farm and the construction of a school, and to study perceptions of traditional and Western medicines in rural communities). RECRUITMENT AND RETENTION ISSUES Recruitment to the FDDG The FDDG has a target of 10 students per year. Interest in Foundation Degrees in general is modest, and the FDDG significantly attracts Mature students (about half of the intake each year) with non-traditional entry profiles, often recruited late in the process during the summer or Clearing. Students are offered an informal interview. Structure of the Peer Mentoring Scheme There are numerous mentoring schemes and accompanying available (cf. Universities of Leeds and Staffordshire) which can be adapted to your own needs and requirements: Ü Post-placement debriefing for returning students; Ü Invitation to participate in mentoring; Ü Training including consideration of the roles and responsibilities of mentor and mentee, and establishing a Code of Practice; Ü Meeting to introduce Year 1 and returned Year 2 students, and Mentoring Packs (tailored for the needs of each party) are issued; Ü Establishing regular contact between mentor and mentee, at first through class workshops, later one-to-one meetings and email dialogue; Ü During the Placement, the setting up of a Discussion Board (VLE using Blackboard) allows travel journals to be posted and dialogue between staff and students at the home institution and the placement student (cf. Winlow et al., 2007). Year 1 students are encouraged to view and contribute to the Discussion Board. The module is supported by a dedicated VLE. The on-line archive of fieldwork resources, including anecdotes and practical advice, extracts from field diaries, travel logs, updated risk assessments and an archive of past assignments provide starting points for discussion of fieldwork and project scenarios. Monitoring the Effectiveness of Student Peer Mentoring To date the mentoring has been held on an optional and informal basis, and the responses of the current Year 1 cohort are favourable and appreciative of the insights and inspiration provided by returning Year 2 students. This will, hopefully, translate into higher retention rates in future years. The majority of FDDG students have tended to perform above expectations, scoring grades that more than match those of their BSc compatriots. The effectiveness of the mentoring scheme (and other initiatives) will be monitored using a series of questionnaires and focus groups with students as they progress through the different stages of the module and the mentoring process. Figure 3: Market at Rajapalayam, Tamil Nadu, India. As part of the work placement, volunteers sell produce and vermi-compost at the local market. CONCLUSIONS The FDDG at Bath Spa University is still in its infancy and there are clearly teething troubles, particularly in relation to retention rates. However, the purpose and value of such degree programmes should not be undervalued in terms of encouraging Widening Participation. The challenge lies, firstly, in having a robust structure to address the academic and pastoral needs of Foundation Degree students. Secondly, by challenging and raising student aspirations, there will inevitably some internal transfer to full undergraduate degree programmes. Students clearly benefit academically from the experience of a university environment. However, Foundation Degrees need to demonstrate inclusivity and adaptability. The introduction of student mentoring is appropriate for specialist or vocational degree programmes and work (including overseas) placements. A student, returning from an extended period of living and working in a developing country, has a valuable knowledgeable and experience base, and the combination of dissemination and mentoring initiatives clearly leads to improved cohort identity, and also improved dialogue between students and tutors. It is hoped to extend the mentoring scheme to include the whole programme and also to extend mentoring links using alumni to demonstrate the vocational applications of the FDDG degree programme. REFERENCES Ü Winlow H. et al. (2007) Extended work-related placements in developing countries: Supporting remote learning and assessment. Planet, HEA-GEES. Ü University of Leeds Business School, Mentoring Scheme for first Year Students: http://lubswww.leeds.ac.uk/undergraduate/index.php?id=276 Ü Staffordshire University SIDESTEP: http://crwnpro2.staffs.ac.uk/SIDESTEP/index.aspx?PID=59 FURTHER INFORMATION Can be obtained from Dr Dave Simm, Course Director for Development Geography, Department of Geography, Bath Spa University, Newton Park, Bath, BA2 9BN, UK. T: 01225 876114 E: d.simm@bathspa.ac.uk FORMULATING A STRATEGY Although the retention rate has shown improvement with the second cohort, there is still a significant level of transfer. Consequently, the FDDG Teaching Team have devised the following strategy: Ü Establishing a FDDG cohort identity – a series of informal meetings and workshops are held to discuss experiences and issues, and to offer specific skills training in response to general requests; Ü Early in Year 1, a meeting is held to encourage students to start advance planning and offering advice regarding the overseas placement; Ü Using an e-newsletter and VLE discussion board to keep Year 1 students updated with progress and experiences of Year 2 students when overseas; Ü Student mentoring by Year 2 students returning from their placements; Ü Year 1 students are encouraged to attend the Department’s annual Geography Research Symposium to listen to the presentations done by Year 2 students about their overseas research projects; Ü Debriefing session when students transfer or leave the institution, and evaluation carried out of completing students. Why have Student Peer Mentoring? A Student Peer Mentoring Scheme has been successfully introduced. The aim of the scheme is to help Year 1 FDDG students to face the challenges of the overseas placement by matching them with a Year 2 student who has returned from doing an overseas placement. In this way, experiences can be shared, advice given and problems discussed. Student peer mentoring is particularly appropriate and effective for specialist or vocational degree programmes and, in this case, overseas work placements because: Ü Students return from their overseas placement as ‘local experts’ about their destination, society and culture, work placement activity, and the topic of their academic project; Ü Returning students typically offer enthusiasm and motivation, so can enthuse other with inspirational anecdotes and supportive advice; Ü Provide reassurance by example, acting as role models and demonstrable evidence that personal and academic goals are attainable; Ü Returning students can provide resources, ranging from their research reports as well as any literature or data collected or contacts established. Pedagogically, a mentoring scheme provides continuity from one year to the next, provides demonstrable examples of what can be achieved, and the information and guidance provided by mentors is relevant, immediate, influential and personal. Mentor’s benefits: Ü Gaining experience of personal communication and mentoring skills; Ü Having a rewarding and worthwhile experience for their CV; Ü Contributing to the academic development of study at university that benefits subsequent cohorts. Mentee’s benefits: Ü Gaining help from mentors in the planning stages of the module; Ü Being helped over the ‘anxiety’ and concerns of the overseas placement; Ü Having the reassurance and positive example that their goals are attainable; Ü Mentors offer practical, relevant insights, ideas and advice, and provide suggestions for academic projects; Ü Enhanced confidence to approach their overseas placement. Figure 2: Teaching in a local school, Pisac, Peru (© E. Nicholls).