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Title: Two Approaches to Mentoring Students into Academic Practice at University
Contributor(s): Muldoon, Robyn  (author); Wijeyewardene, Ingrid  (author)orcid 
Publication Date: 2012
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Abstract: Transition programs aimed at assisting new students to become part of the learning community have been a common feature in Australian and New Zealand universities for many years. The University of New England (Australia) established two new programs aimed at supporting the academic transition of commencing students studying by distance education in 2007. One was a peer mentoring program. The other was an online university induction and academic mentoring program. Evaluation and outcomes, plus an analysis of resources required by each program, led to the online induction program taking precedence over the peer mentoring program. The induction program has been more successful, more risk averse, and more resource effective in introducing students to the academic culture of the university and assisting with their integration into, and comfort within, the academic community. It appears from our experience that academic mentoring is best left in the hands of professional, experienced and continuously employed university staff. The online induction program won a prestigious Australian Learning and Teaching Council Citation in 2011 for an outstanding initiative that effectively supports student learning.
Publication Type: Journal Article
Source of Publication: Journal of the Australia and New Zealand Student Services Association (39), p. 21-31
Publisher: Australia and New Zealand Student Services Association
Place of Publication: Australia
ISSN: 1320-2480
Field of Research (FOR): 130103 Higher Education
Socio-Economic Objective (SEO): 939999 Education and Training not elsewhere classified
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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