Problem or potential: a matter of perception Winifred Belmont and Julie Godwin

Introduction Problematic & under-prepared Unfamiliar territory Alienated & excluded Valued & included Cultural integration Realised potential

UNE Armidale, NSW, Australia Regional university Research & teaching 18,000 students 75% D E Diverse intake Armidale

Supporting first year students Dedicated first year program Involves co-operation collaboration & team teaching Welcomes /embraces students within the disciplines Aims to to develop confidence & identity & promote socialisation

Faculty Mentors Members of Faculty’s academic staff Funded by Faculty Qualified & experienced in discipline & in the field of education Create the necessary conditions for students as individuals to become members of their chosen community

Working with students Interaction promoted & normalised from the outset Range of individual access options f2f phone, , SMS Beyond the presenting issues ‘Traditional’ mentoring Advocacy Referral

Working with students Single point of contact provides continuity Contexualised programs Workshops Resources PASS Not all students need the same type of support, nor do they necessarily need it at the same time.

Working with lecturers Informal & formal settings Promotion of shared ownership Curriculum development Closer fit between ongoing development of students’ potential & set tasks

Evaluation Challenging Self confidence ‘ faith in my abilities’, ‘always felt 10 feet tall’, ‘a sense within my self that I was able to do the set task’ Persistence ‘without my mentor I don’t think I would have survived the first term’, ‘…if you keep at it, you will succeed’

Evaluation Connectedness Self reflection ‘the mistakes I made at the beginning I am now able to realise myself’ Skill acquisition Enhanced outcomes

Conclusion ‘Although the primary focus is the students, the way in which the Faculty Mentors work with lecturers and general staff means that they can also be seen as mediators helping to align the perceptions and expectations of all parties. The environment so created welcomes and values all students, normalises skill development, and encourages confidence. As a result, the students' first year experience is not characterised by alienation and exclusion, but by increasing academic integration.’