Stellenbosch University FIRST YEAR EXPERIENCE

Structure of academic and student affairs Academic affairs Curriculum – academic qualification / hard skills Inside classroom Student affairs Co-curriculum – experiential learning/ soft skills Outside classroom, eg peer mentors, library assistants, member of society

Senior students Student Committees ( in faculty) SRC & Prim committee House Committees (in student affairs) Mentors Cluster conveners Monitors (Welcoming) Information Champions

FIRST YEAR EXPERIENCE Extensive, campus-wide mentor programme Structure: Head mentors (42) & Mentors approx. 550 mentors Student Com, House Com and Mentors – plan, prepare & coordinate with CSC Welcoming Programme (collaboration between faculty & CSC) Peer Mentor – first, closest, direct contact Peer Mentor – assist & support with psychosocial adjustment & transition Peer Mentor – applies mediated learning approach Peer Mentor – train-the-trainer

Senior students Student Committees ( in faculty) SRC & Prim committee House Committees (in student affairs) Mentors Cluster conveners Monitors (Welcoming) Information Champions

Nature of relationships - community VALUE-DRIVEN LEADERSHIP CONTRACTUAL (EGO) RELATIONSHIP (ESSENCE) CONTRACTUAL RESCUE / DEPENDENDENCY MENTOR EXPERT & LEADER – INCENTIVISED TO WORK MENTEES *ARRIVE WHEN NEED ALREADY *PRESENT / MENTEES NEEDY COMMUNITY RELATIONSHIP / MUTUAL UNDERSTANDING MENTOR DO FOR COMMUNITY BEYOUND CALL OF DUTY MENTEE ARRIVE ON FIRST DAY OF JOINING GROUP OFFERS HELP

RESEARCH DATA INFORMED APPROACH

Why theory? Describe, explain, predict Informs our decisions Own reflections – reflective practitioner Influences outcomes Assess our practices Simplify & make sense of complexities Integrate & organize knowledge make sense of ‘why’ Of course there is the theory on peer mentoring & efficacy thereof. Our system was already established – we wanted to strengthen it, make it more intentional

PHASES OF STUDENTS TRANSITION

STUDENTS’ EXPERIENCE IN TRANSITION

SU MENTOR TRAINING MODEL: M-Curve MENTOR 101 & CAMPUS RESOURCES SOCIAL & OCCUPATIONAL (JANUARY) COMMUNICATION TEAMS SPIRITUAL & PHYSICAL (MAY) MENTOR TRAINING EQ / TEAMS / BEWELL / (SEPTEMBER) EQ EMOTIONAL & INTELLECTUAL (MARCH) M & E (JULY) Based on what we know about students first year experience – our mentor program seeks to be of direct assistance and support. We frame our training around these phases to prepare ourselves to be aware of these issues – Luckily our students can relate to this in every way – some with more positive experiences than others, Training starts in September of previous year – with a focus on listen live and learn & Bewell And you can see it is strategically packaged – seeking to address certain issues and concerns that may pop up

ROLE OF PEER MENTORS / LEADERS

FEEDBACK FROM NEWCOMERS

Support from house committee & mentors STUDENTS OPINION – WE PRESENT THE MEAN % QUESTIONS WERE LOADED – MAJOR ROLE (hk) THESE QUESTIONS STUDENTS WERE ASKED TO RATE ON SCALE OF 1 – 5 WHERE 1= NOT AT ALL & 5 = MOST DEFINITELY WELCOMING AMBASSADORS / LEADERS HK – 3,8 /5 Mentors – 4,5 / 5

Support from seniors SAME AS PREVIOUS SLIDE = MEAN % Senior studnets rates 4,1 / 5 3,7 / 5 3.9 / 5

Newcomers’ experience with mentors

Sense of belonging AGAIN MEAN/AVERAGE % Welcoming program – 4,1 / 5 3,9 sense od belonging in RES /pso

Mentor remuneration 2 x R840 stipend ( April & September) Co-Curricular accreditation and recognition on academic transcript Competency Framework linked to graduate attributes