Learning & Teaching

This initiative was introduced in response to evidence that Level 2 chemistry students lacked confidence in evaluating their own work, relied heavily on staff feedback, and found group work and speaking in class anxiety-inducing, particularly following periods of online learning during the COVID-19 pandemic. To address these challenges, Level 3 student partners facilitated lunchtime peer study sessions for Level 2 students, providing opportunities to discuss past exam questions, receive feedback from peers and develop independent learning skills within a supportive environment. 

Several factors contributed to the success of the initiative. The use of Level 3 students as near-peer mentors created an approachable support network for students who may have been reluctant to seek help from academic staff. Sessions were designed to be informal and inclusive, allowing students to come and go as they pleased, work collaboratively and eat lunch during sessions. Physical spaces were intentionally arranged to encourage interaction and relationship-building, while social events, including a tea and biscuits welcome event and a buffet lunch, helped foster a sense of community. Staff engagement also supported the initiative, with lecturers occasionally attending sessions to provide guidance when relevant topics were being discussed. 

Approximately 25% of the cohort regularly attended the sessions, which was considered particularly positive given the post-pandemic context. Students reported feeling more confident in their academic abilities, better able to evaluate their own work and more integrated within the School of Chemistry community. Level 3 student partners also benefited academically through revisiting course content, socially through developing relationships with younger students and professionally through gaining experience of working alongside staff and contributing to educational enhancement activities. An unexpected benefit was that Level 2 students viewed student partners as approachable role models and sought advice from them on wider aspects of university life and progression. Staff partners gained a valuable mechanism for engaging with students and understanding cohort experiences. The initiative was considered sufficiently successful that funding for student partner positions has been sustained, and the programme has now run for three consecutive years. 

Consider how near-peer mentoring opportunities can be used to support student confidence, belonging and independent learning. Creating informal, flexible and welcoming environments can reduce barriers to participation and encourage students to engage more openly with peers and staff. Recruiting student partners with relevant lived experience, providing opportunities for social interaction and recognising the value of student partners as intermediaries between staff and the wider student body can help strengthen community and sustain engagement over time. 

Partnerships in practice: Student-Staff Synergy in the School of Chemistry at the University of Glasgow, Student Engagement in Higher Education Journal