The London Metropolitan University Writing Centre: An overview of teaching and research Savita Bakhshi School of Psychology, Faculty of Life Sciences, London Metropolitan University

PsyPag 2009 Overview Write Now CETL London Metropolitan University Writing Centre Overview of research Future work

PsyPag 2009 Write Now CETL Write Now Centre for Excellence in Teaching and Learning (CETL) “Write Now aims to enrich students' learning experiences through the development of innovative, evidence-based provision focused on writing for assessment. It celebrates and promotes student writing in the disciplines, enabling students to develop academic and disciplinary identities as empowered, confident writers” ( Partner institutions: Liverpool Hope University and Aston University

PsyPag 2009 Student Writing Mentor Scheme A major initiative of the Write Now CETL is running a Student Writing Mentor Scheme at each of the three partner institutions Undergraduate and postgraduate students provide writing support for other students Support is provided through one-to-one tutorial sessions, with each session lasting up to an hour (this varies across institutions) Collaborative and non-directive Aim to enable students to take responsibility for their work

PsyPag 2009 LMU Writing Centre Opened in October 2006 Writing Centre staff: 14 Student Writing Mentors (11 undergraduate and 3 postgraduate) from a range of different disciplines including Psychology, Business, Film Studies, and Media and Communications Mentors see students from their own and other disciplines Since its opening, the Centre has held over 2000 tutorials and around 20% of the users have been psychology students

PsyPag 2009 LMU Writing Centre Mentors attend two days of intensive training at the start of each semester: Tutorial delivery (e.g. collaborating with the student) Writing Centre ethics and virtues (e.g. confidentiality) The writing process (e.g. how to draft, revise and edit) Academic requirements (e.g. referencing) Writing Centre administrative procedures Mentors and students required to provide written feedback after each session

PsyPag 2009 Overview of research Stage 1: To analyse mentors’ experiences of Scheme (Year 1) Qualitative study Mentors’ written feedback of 1300 hour-long tutorials (i.e. ‘How do you feel you were able to help the student?’) Interpretative Phenomenological Analysis (IPA) (Smith & Osborn, 2003) Findings: Theme 1:Interpersonal relationship between student and mentor Theme 2: Student’s relationship to own writing Theme 3: Student and mentor working together Theme 4: Mentor self-reflections

PsyPag 2009 Overview of research Findings (cont…) Used findings to develop Year 2 Training programme for Mentors Year 2 reflections also analysed Same themes emerged More importance placed on working collaboratively and non-directiveness Further information: Harrington, K., O’Neill, P., and Bakhshi, S. (2007). Writing Mentors and the Writing Centre: Producing integrated disciplinary writers. Investigations in University Teaching and Learning, 4 (2),

PsyPag 2009 Overview of research Stage 2: To investigate students’ views of Scheme (Years 1 and 2) 6 focus groups (n=34) informed questions for survey (n=99) Survey questions focused on: Motivations for coming to the Centre Students’ specific writing concerns Nature of relationships with Mentors Students’ attitudes to own writing before and after tutorials

PsyPag 2009 Overview of research Findings Students came to the Centre to talk to someone about their assignments and wanting assurance that they were on the right track Writing concerns: structuring a piece of writing (40% of respondents) and writing in an academic style (40%) Psychology students wanted a mentor from the same discipline 95% of psychology participants (n = 24) found the Centre very or fairly helpful for developing their writing High levels of student satisfaction with tutorials and the Centre overall

PsyPag 2009 Overview of research Findings (cont…) Evaluation suggests that peer mentoring schemes that focus on writing can be a useful aid in supporting students’ development as academic writers Further research needed in the different ways in which the Centre is helping students with their academic writing Further information: Bakhshi, S., Harrington, K., and O'Neill, P. (2009). Psychology students’ experiences of academic peer mentoring at the London Metropolitan University Writing Centre. Psychology Learning and Teaching, 8 (1), 6-13.

PsyPag 2009 Future work Research shows peer mentoring can be an effective way of providing writing support for undergraduate and postgraduate students Stage 3 (in preparation): Investigate the effectiveness of peer academic writing tutorials on student learning, achievement and retention Intervention study Only a snapshot of research being conducted at LMU. For information about research conducted across the three universities, see:

PsyPag 2009 References Bakhshi, S., Harrington, K., and O'Neill, P. (2009). Psychology students’ experiences of academic peer mentoring at the London Metropolitan University Writing Centre. Psychology Learning and Teaching, 8 (1), Harrington, K., O’Neill, P., & Bakhshi, S. (2007). Writing Mentors and the Writing Centre: Producing integrated disciplinary writers. Investigations in University Teaching and Learning, 4 (2), Harrington, K., O’Neill, P., & Bakhshi, S. (forthcoming). Student experiences of peer mentoring in writing at the London Metropolitan University Writing Centre. Manuscript in preparation/submitted for publication. O'Neill, P., Harrington, K., & Bakhshi, S. (forthcoming). Training peer tutors in writing: A pragmatic approach. Manuscript in preparation/submitted for publication.

PsyPag Savita Bakhshi