1. Stellenbosch University
FIRST YEAR EXPERIENCE

2. 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

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

4. 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

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

6. 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

7. RESEARCH
DATA INFORMED APPROACH

8. 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

9. PHASES OF STUDENTS TRANSITION

10. STUDENTS’ EXPERIENCE IN TRANSITION

11. 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

12. ROLE OF PEER MENTORS / LEADERS

13. FEEDBACK FROM NEWCOMERS

14. 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

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

16. Newcomers’ experience with mentors

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

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