ED3BMU: Understanding the Theory and Practice of Mentoring

Module code: ED3BMU

Module provider: Institute of Education

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 1

Module convenor: Mr Simon Floodgate, email: s.floodgate@reading.ac.uk

Module co-convenor: Dr Fiona Curtis, email: f.r.curtis@reading.ac.uk

Pre-requisite module(s):

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: Yes

Last updated: 21 May 2024

Overview

Module aims and purpose

Mentoring is a tool of communication used in a range of environments where a more experienced member of a community (educational or professional), might engage with a less advanced one in order to achieve some or all of the following: to introduce them to the culture of their environment, to promote confidence and productivity, to provide emotional support and to develop professional competences. There are benefits for the person being mentored, the mentor and the community in which they are positioned. The purpose of this module is to understand what mentoring is and the different roles and identities that may be involved. The module aims to explore the following questions:

• Do we know whether mentoring is effective?
• What is the difference between mentoring and coaching?
• How does mentoring theory fit in with other learning theories?
• Which mentoring models of practice are best known?
• What are the benefits and challenges of mentoring – to the mentor, the mentee and the organisation?

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Critically evaluate the theoretical rationale of mentoring
2. Identify the benefits and challenges of mentoring
3. Reflect on their own experiences of acting as a mentor and mentee
4. Demonstrate knowledge of different mentoring and coaching theories

Module content

The teaching sessions will focus on some of the following topics:

• Adult learning theories
• Mentoring roles
• Benefits and challenges of both mentoring and coaching
• Mentoring strategies and approaches
• Mentoring relationships
• Developing mentoring skills
• The needs of the mentee

Structure

Teaching and learning methods

Sessions will start with lecturer input with opportunities for student participation and discussion. In many of the sessions, students will work in small groups to discuss case studies and consider best practice. Students will be directed to literature following the session, and will be expected to also find literature independently, which will be useful in writing their assignment.

Study hours

At least 18 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: /cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Small group work involving peer feedback, questioning, reflection

Reassessment

Additional costs