Abstract:

The main objective of this research is to evaluate the effectiveness of peer mentoring in promoting a positive transition to higher level education for first-year undergraduate students [1]. Although the transition to higher education is generally viewed as a positive and exciting experience for first-year undergraduates, it can also be a very challenging and stressful time. For many, this is the first time they have been away from home, so students must adapt to new learning and assessment environments and make new acquaintances and collaborative teams, while also facing the academic demands of third level education [2].

At the Polytechnic School of the University of Girona (UdG), different actions are carried out to mitigate the effects of the academic diversity (students have different Physics knowledge due to pre-university learning) and reduce dropout rates in the first year in the degrees of this centre. One of the actions is the development of a mentoring student training program led by the Department of Physics. From the 2016-2017 academic year until now, the Department of Physics of the University of Girona is carrying out a pilot training program as an experience in academic mentoring. This experience has, as a main focus, the figure of the mentor student in his areas of academic counselling and tutoring. The idea of mentoring is rooted in the belief that is good for a young learner to have a close relationship with an expert. In our case, the mentor student is a second- or third-year student who has shown a good ability to adapt to the university system and has successfully achieved the specific competences of the different subjects of the first academic year. It is also important that this student has the ability to help first-year students who face university learning for the first time. The tax of success of the students involved in this activity becomes similar to those of students with previous good Physics knowledge and skills. The study also reveals that it is imperative for academics and students to generate teams to work jointly in providing effective student support mechanisms.

References:
[1] J. Carragher, J. McGaughey. Systematic Reviews 5 (2016) 68.
[2] M.E. Ames, M.W: Pratt, M.S. Pancer, M.G. Wintre, J. Polivy, S. Birnie-Lefcovich et al. Canadian Journal Behavorial Science 43-1 (2011) 1-12.

Keywords:

Physics, mentoring, higher education.