As participation in higher education widens with concomitant increases in the number and diversity of commencing students, so does the need for programs that will support their transition and retention. In response to this need, a growing awareness of the value of mentorship in Australian universities has resulted in the introduction of peer mentoring programs for students in many institutions. Mentorship, however, can take many different forms. This chapter reports on a model of academic (faculty) mentorship for commencing science students belonging to a range of defined disadvantaged groups. The program was initially funded by an internal grant, with voluntary participation by eligible students. At the end of the first semester, participants overwhelmingly endorsed the program as having enhanced their transition experience and improved their prospects for academic progress and retention. Despite reduced funding, the program was retained over two subsequent years with slight modifications based on student feedback, together with consideration of its most effective elements. The success of this academic mentorship program demonstrates the potential value of such approaches in the university retention and success of disadvantaged students.
|Title of host publication||Strategies for Facilitating Inclusive Campuses in Higher Education|
|Subtitle of host publication||International Perspectives on Equity and Inclusion|
|Editors||Jaimie Hoffman, Patrick Blessinger, Mandla Makhanya|
|Place of Publication||Bingley UK|
|Publisher||Emerald Group Publishing Limited|
|Number of pages||14|
|ISBN (Electronic)||9781787560642, 9781787560666|
|Publication status||Published - 25 Jul 2019|
|Name||Innovations in Higher Education Teaching and Learning|
|Publisher||Emerald Publishing Limited|
- Academic mentorship
- low socio-economic status
Rayner, G., & Beckman, J. (2019). The Use of an Academic Mentorship Model to Enhance the Transition, Retention, and Success of Disadvantaged Students in Higher Education. In J. Hoffman, P. Blessinger, & M. Makhanya (Eds.), Strategies for Facilitating Inclusive Campuses in Higher Education: International Perspectives on Equity and Inclusion (1 ed., Vol. 17, pp. 117-130). (Innovations in Higher Education Teaching and Learning; Vol. 17). Bingley UK: Emerald Group Publishing Limited.