Peer Mentor Workflow
Peer Mentor Workflow
This 'workflow' is a stage-by-stage training and development process for all HEAR-eligible Peer Mentors. If you complete all stages by our deadline (12pm on Friday 5th April 2024), you will have your role as a Peer Mentor listed on your Higher Education Achievement Record (HEAR).
Unsure how and when you will receive your HEAR record? Contact the HEAR team.
Please note, the following steps are mandatory to be a Peer Mentor, even if you do not complete the Workflow:
- attendance at a training workshop
- completing the Peer Mentor Quiz
- submission of registers
Peer Mentor Workflow 2023/24
Below are the Workflow stages for 2023/24, which must be completed by 12pm on Friday 5th April 2024. You can complete them in any order, but this is the recommended order.
If you are completing our optional AFHEA Workflow, you will also need to complete the Peer Mentor Workflow.
Complete your application to become a Peer Mentor on a Peer Support programme. Please contact the Programme Organiser for the scheme you wish to apply for to get the application link.
To complete this stage you will need to book onto and attend a Peer Mentor Training Workshop. This is a mandatory 2-2.5 hour session covering the basics of peer mentoring and is necessary to become a Peer Mentor.
If you have attended a training workshop that was delivered within your programme and not one of our centrally bookable sessions, please contact firstname.lastname@example.org.
Please upload a session plan that you have used, intend to use, or have created for a peer mentoring session. We will upload the 2023 session plan template in time for September, but you can also create your own plan from scratch. Once completed, you will be able to upload it to our form and complete this Workflow stage.
If you would like us to observe one of your sessions and provide feedback, even if it is not the session you have uploaded a plan of, please email us.
This is a mandatory part of your Peer Mentoring role regardless of whether you complete the Workflow. There are two options to complete this stage:
- You can ask your mentees to "check-in" at the start of every session. This might be the most helpful register option if you have a big group of mentees or are meeting in person. The check-in form will ask your mentees for their name, email, your name and their scheme and will notify us that a session has taken place. We will provide a template check-in sign that you can download, print and take to your sessions for mentees to check-in with.
- You can make a record throughout the year of who your mentees are and when you meet, and upload this at the end of your scheme. This might be the most helpful register option if you only have a small group of mentees or are on a pastoral scheme where "check-in" feels too formal. You can then upload all of the dates you met, your mentees' details and what you covered in our register form towards the end of your time as a Mentor. This will give us all of the information we need about your time as a Mentor. If you would like a template to make notes on, you may find our Peer Mentor Register Template helpful.
You must upload information about all of the times you met with your mentees across both academic terms. If you did not meet with your Mentees, please complete Option 2 where you can state this. If you are a Mentor on multiple schemes, please complete registers for all schemes you are mentoring on.
You can find out more about uploading registers and FAQs in our Register Upload Guidance video.
The Development Activity gives you a chance to reflect on your experience as a Peer Mentor. This reflection can focus on any element you like - you may choose to reflect on:
- skills you have developed, including academic, employability and personal skills
- elements you enjoyed about peer mentoring and why you enjoyed them
- how peer mentoring has differed from what you expected it to be and how this has shaped your experience
You can do this as a blog, vlog or poster, and may choose to use your reflections here as part of future job or further study applications. If you are unsure how to start your activity, you may find our Development Activity poster templates and examples (2023-24) or our example blog helpful.
Once you have completed your development activity, please upload it to our Development Activity form.
To complete your Workflow, please follow the link in the email that you will receive when your Development Activity is approved.
This is the final stage of your Workflow. Please make sure you have completed all the prior stages of the Workflow to ensure you receive HEAR recognition.
Optional: AFHEA Workflow
Interested in remaining in the higher education sector, including future study or employment? Becoming an Associate Fellow is an excellent way of making your application stand out.
You can use your work as a Peer Mentor towards becoming an Associate Fellow of the Higher Education Academy (now known as Advance HE). This opportunity is open to all undergraduate and postgraduate taught Mentors, who will need to complete the steps below in addition to the Peer Mentor Workflow.
If you are a postgraduate research Peer Mentor, you may still be able to apply to become an Associate Fellow through the LTHE.
If you are interested in AFHEA, the Peer Support team will guide you in making your application following the steps below. Please note: while we will support you in applying, we cannot guarantee your application will be successful.
Deliver a Peer Mentor session:
The AFHEA application requires you to reflect on your teaching. Once you have decided to apply for AFHEA, the Peer Support team will therefore contact you to arrange for one of us to observe your session. When you come to complete the AFHEA application, you can use the work done here to form that stage of the application.
Please ensure you send the staff member observing your session the Intended Learning Outcomes of your session in advance. It is also worth looking at the 'Pedagogy and Learning Theories' and 'Inclusivity' sections of the AFHEA reading in advance of your session.
Receive feedback on your session:
Once you have completed your observation, the Peer Support staff member who observed you will meet with you to offer feedback. This can be done immediately after the session or on an arranged basis. You may wish to gather feedback using the AFHEA Observation Form, as this will help you store your feedback in one place to use later in your application. If you would like to receive feedback on this form, please send a copy to your observer in advance of the observation.
Reflect on your practice:
We will host an 'AFHEA in a Day' event with further information and guidance on completing your application. Make sure you have been observed and received your feedback prior to attending AFHEA in a Day, as you will be asked to reflect on your feedback as part of the application. You may find it helpful to have completed some of this reflection and / or done some reading prior to AFHEA in a Day, although this is not compulsory.
Attend 'AFHEA in a Day' and complete your application:
'AFHEA in a Day' is designed to help you prepare the tools you will need for your application. Once you have signed up to apply for AFHEA, the Peer Support team will be in touch with further details about this.
Please note: The deadline has passed to apply for AFHEA in 2022/23, but if you are currently a Mentor interested in applying for AFHEA in 2023/24, please email email@example.com.
As part of your AFHEA application, you will need to engage with some literature on pedagogy and learning. Below is a list of useful reading and resources you may wish to use.
Pedagogy and Learning Theories
Experience and Education by John Dewey
Mind in Society: the development of higher psychological processes by L.S. Vygotskiĭ
Becoming a Critically Reflective Teacher by Stephen Brookfield
How Learning Works
The Learning Brain: lessons for education by Sarah-Jayne Blakemore
What can Neuroscience Research Teach Us about Teaching? by Daniela Kaufer (video resource)
Reach Everyone, Teach Everyone: Universal Design for Learning in Higher Education by Thomas J. Tobin and Kirsten T. Behling
Starting Teaching in Higher Education
Historical Insights: Teaching as a PhD Student by Kate Bradley
Neuroscience and How Students Learn by Daniela Kaufer
Teaching Beyond the Gender Binary in the University Classroom by Brielle Harbin, Leah Marion Roberts, Roberta Nelson, and Chris Purcell
Teaching and learning at Exeter