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STUDENT MENTORSHIP IN
SPECIAL PROGRAMME IN SCIENCE Andreas Dewanto
Faculty of Science, Na1onal University of Singapore Block S16 Level 3, 6 Science Drive 2, Singapore 117546
SPS in a Nutshell • Established in 1996 to
expose talented science students in mul:disciplinary science and develop their research skill
• Prac:ce Integrated Science Curriculum which involve ac:ve-‐learning and peer-‐mentorship
• Dynamic learning environment between staff, students, and mentors (3rd, 4th, and postgrads)
Integrated Science Curriculum Year of Study Semester 1 Semester 2
1 (Freshmen) Atoms to Molecules The Cell
Discovering Science
2 (Sophomore) The Earth The Universe
Integrated Science Project
3 Junior mentorship
4 (Honors) Senior mentorship
• It runs in addi:on to student’ respec:ve degree programme • 2-‐year core programme (compulsory) to give students ample :me to go for exchange/overseas programme • Opportunity for senior students to contribute back to the programme as mentors (op:onal)
Progression of SPS Students (admiCed in 2008 to 2011)
67
134
90
48 43 47 46
37
20
31 25 28
13 18 16
22 13
18 15
2008 2009 2010 2011
Applied
AdmiSed
Con:nue aTer 1 Year
Progress to Junior Mentorship
Progress to Senior Mentorship
This shows the number of applica:ons received (blue) and admiSed into the programme (red) between 2008 to 2011. Many of these students con:nue to stay in the programme aTer 1 year (green), con:nue to be a junior mentor (purple), and eventually a senior mentor. The batch admiSed in 2011 are expected to be senior mentors in 2014.
Mentors’ Training & Development
• Sharing by very senior SPS mentor-‐alumnus to provide an aspirant model for junior mentors to look up to
• Study cases of various mentoring scenarios
• Discussion on mentoring ethics and professionalism
• On-‐the-‐job training
AdministraIon & Management • 3 headmentors are chosen among the batch of senior mentor
• Interview the candidates for junior mentors
• Manage mentors’ assignment
• Organize SPS Congresses • Liaise with staff • Collate confiden:al informa:on
Curriculum Design and Syllabus Planning
• Mentors have been through the curriculum itself
• Mentors may have a beSer on-‐the-‐ground perspec:ve on the efficacy of certain pedagogical ini:a:ve
• Staff and mentors fine-‐tune the curriculum and syllabus all the :me
Project Supervision • Lead junior students in literature review, formulate hypothesis, experimenta:on and data analysis
• Advise junior students in preparing the report, poster and oral presenta:on
• Assess the project
Assessment
• Requires enormous responsibility and high level of maturity
• Only senior and more experienced mentors are grading
• Elaborate grading scheme to ensure fairness
Counseling Mentors, due to their closer age-‐gap with their juniors, become students’ first confidantes when they are faced with the harsh reality of university life (anxiety over exam, :me management issue, rela:onship problem, etc). Personal Advising Mentor is a scheme whereby each SPS mentor personally be-‐friends 2 to 3 ju-‐nior students, and advises them if needed as friend.
Remarks from The Mentors
Being a graduate student the teaching experience is really valuable for me. SPS provides a very special environment where I can interact with top undergraduate students who have great passion in science. I enjoyed my mentoring experiences with my students. I can apply the methods that I learnt, not only research planning, paper wri1ng and experimental techniques, but also soN skills during the process of mentoring. I have learnt a lot and I really appreciate the mentoring opportuni1es provided by SPS.
Luo Weiwei (Postgraduate Mentor)
To me, being an SPS mentor is a very meaningful experience in my undergraduate journey. To be a mentor means to set a good example for my juniors to follow, and to contribute to their personal growth and learning process. I feel that my main responsibility as a mentor is not to impart them knowledge, but to help them develop cri1cal thinking and interest in research. As I assist and mentor my groups, I also learnt a lot of new factual knowledge, interpersonal and communica1on skills from my peers and mentees. I enjoy this mutually learning process and I have gained much joy and sa1sfac1on in being an SPS mentor. I am thankful for this opportunity given and I feel that such a student-‐driven program should be promoted.
Emelyne Teo Jia Wei (Undergraduate Mentor)