Online

If you will be meeting your students virtually you might wish to go over the basics of the platform you are using to meet them (e.g., Teams, Zoom) and any housekeeping rules you would like them to adhere to for these sessions. For example, keeping themselves on mute when not speaking, how you would like them to contribute, if you would like them to have their cameras on if possible etc. Many of them may be familiar with popular tools but some may not. Given this it is worth going over how they can ask questions (e.g., chat function, “raise hand” virtually), how to mute/unmute themselves and any other good etiquette rules.

You can also go over some safeguarding issues they may wish to be mindful of (particularly if recording anything). For instance, if students appear on camera, they should make sure that any personal details are not visible that they do not wish these to be shared. The same applies for screen sharing, if students share their screen it is best to make sure no inappropriate content/sensitive materials is available (e.g., tab/windows open containing sensitive details). You might also wish to give them a heads up that there will be group discussion components of the session where their camera/audio will be needed so that they can make sure they are in an appropriate place.

In-person

If meeting your students in-person you may wish to cover many of the same points e.g., how you would like them to contribute (raise a hand; one person at at time), to make sure they share their points respectfully etc. 

If you are meeting as a group it might be nice to do an ice-breaker activity to get everybody socialising and to help the students relax with one another. Examples might include:

• A modified ‘speed dating’ or “speed-chatting” where each person introduces themselves to others in group for one or two minutes, i.e. their name, where they are from and where they are living, mention their favourite film etc. 

• As a whole group you could try “Two truths and a lie” where each person tells the group two true things and one lie about themselves and the others have to guess which is which (it might take time a bit of time if you have a big group though). Alternatively, if you want to speed things up you could just tell them your own two truths and one lie and get them to guess.

• You could play a game such "werewolf". For more ideas have a look at the following website: https://www.sessionlab.com/blog/icebreaker-games/ 

After people have started talking a little, it's worth asking how they are findings things (e.g., can they access emails, timetables, assessment planners, accommodation issues etc.) and if there is anything you can help with (any notable issues you can park until the end of the session/signpost them to the relevant student experience team). If a few of them have similar issues this can be an opportunity for them to see they are not alone and can have a chat about this. 

It's worth being aware of some key questions and contacts that will be useful and making them aware of these (e.g., the finance team, wellbeing, student support, disability office etc.) and sharing a list of relevant links with them after the meeting. This will hopefully ensure they know the appropriate contacts to approach, speed up the process of them getting a response and cut down on emails in your inbox. 

If meeting with a group of students they probably won't want to any discuss issues in front of everybody so you can tell them to email you or hang back at the end of the session.

Once you have had a chat and checked how things are going with them, it is worth covering the purpose of the meetings so they know to expect and understand how these meetings relate to their course. Questions that are worth addressing might include:

• Whether the meetings are linked to a a specific module or the degree programme/course more broadly

• How often the meetings will take place

• What types of topics will be discussed in the meetings

• Why students have been allocated you as their mentor (e.g., you have useful experience to share as an academic)

• Whether there are any consequences to them not engaging in the sessions 

• The extent to which sessions will be student-led

The specific purpose of academic mentor/tutor meetings will vary dependent on the institution and the course that is being delivered. Currently, the academic mentor meetings that are delivered in Semester 1 at the school of psychology I am based at, are mandatory weekly group sessions that cover key academic skills necessary for studying at university (e.g., finding information, referencing and preparing for assessments). In Semester 2 the sessions focus on employability related issues (e.g., career options and career planning). Attendance at these sessions contribute to the module mark for a credit bearing module.

Typically, however, most institutions may require a mixture of individual and group sessions with students on a range of academic and/or employability issues throughout their time on the course and the sessions serve as a check-in point to see how students are progressing and to go over any useful information with them. Regardless of the specific purpose of the meetings it is worth clarifying what they can reasonably expect from you and what you expect from them. 

Usually each institution will have a student charter or university handbook with guidance on what students can expect of their academic mentor or what academic mentors expect of students. Worth highlighting this to students or checking with your student experience team if you are unaware this. 

In short, the academic mentor is typically expected to:

•        support their development of key study skills

•        review their academic progress

•        help them understanding assignment and exam systems

•        help them access academic and personal support services (i.e., signpost)

Whilst students will be required:

•        to attend and engage in the sessions

•        to prepare when necessary

•        take notes and act on any activities they need to do

•        keep you up to date with issues affecting their studies

This is a useful way of getting across what you expect of them and clarifying any ground rules. You might wish to to note why it is important that they adhere to these expectations and share a few anecdotes of people who haven't. 

Once you have listened to their answers and discussed these with them you can then link to the content which will be covered (see above), e.g., “so the good news is many of these skills will indeed be covered in these sessions” or where they can get help with these things. It is also worth highlighting the centrality of these skills to students and how these key skills are needed throughout their degree to succeed. 

To complete various assessments students will need access to Microsoft Office 365. Some students may have this already (with student deals on their university laptops). If not, however, they can typically download free copies via the university and can install this on up to 5 devices.

Reading:

An excellent resource to help you with the academic skills component of the course is Stella Cottrell's Study Skills Handbook:

Cottrell, S. (2019). The study skills handbook (5th ed.). Red Globe Press. There are many copies in most university libraries but you can also get cheap copies of Amazon.

A useful resource to help you breakdown the terminology of learning can be found here: https://www.qaa.ac.uk/news-events/news/new-resources-for-supporting-successful-student-transitions 

Wrap up what has taken place this session/meeting:

• Introductions - getting to know one another / covered any ground rules 

• Outlined the purpose of the meetings

• Discussed mentor/mentee expectations 

• Considered the difference between university and other forms of study 

• Looked at the APT-S framework

Them give them a preview of next week’s / meeting topic. Then give them opportunity to ask any questions and signpost relevant student experience services. 

Tell them if there anything thing for them to do before the next meeting.