The Mentoring program at University Senior College is underpinned by best practice and the evidence based science of positive psychology (Seligman 2011). Mentoring supports students as they undertake their studies at USC and assists in preparing them for tertiary study.
Mentoring provides support for students’ wellbeing, academic progress and career pathways. Research points to the teacher as the most significant factor in learning – the teacher’s knowledge, enthusiasm, responsiveness to students and relationships with students (Hattie 2009). The student’s sense of being connected with the college is also a significant factor in his or her emotional well-being and academic success. At USC, the Mentor’s role is to establish and maintain a relationship that builds a sense of connection between the student and the college. Our aim is that the experience of this relationship will assist students to develop the confidence to initiate similar supportive learning relationships when they progress to the tertiary setting.
The Mentor guides students to manage their learning independently through monitoring their performance and assisting them to gain greater insight into themselves as learners. Through a series of reflective, one to one mentoring interviews and group presentations we assist students to identify their strengths, values and interests in order that they take responsibility for their development as learners and make appropriate decisions about tertiary pathways. Our aim is to develop each student’s self awareness as a learner in order to assist them to successfully manage the future demands of tertiary study.
Seligman. M, 2011, Flourish, Australia, Heinemann
Hattie. J, 2009, Visible Learning – a Synthesis of over 800 meta-analyses relating to achievement, New York, Routledge