There’s a question that hovers in the air in a learning development tutorial.
“What would you do? How would you do this if you were me?”
Sometimes it’s voiced, sometimes it simply hangs unspoken at the margins of the conversation. When it’s asked, we might choose to answer it, with caveats, or we might turn the question back on the student – it’s not about what I would do, it’s your work, your decision. Does the question make us uncomfortable? Possibly. It somehow feels beside the point, too easy, too dependent, too deferent?
But it’s a valid and reasonable question. It reveals something about why the student has approached us, and what they value in our advice. I think we need to find a productive way of responding, while avoiding any of the pitfalls it opens up.
How do students see us? What do they see in us? Some of these perceptions might be inaccurate or unhelpful (Failed academic. Nice person who is nice to us, not like those lecturers. ‘Just’ a student services person. Person whose job it is to help me with whatever I ask for). But one thing they see in us and value is our experience as a former student and current more senior member of the academic community, someone who’s succeeded at what they themselves are currently trying to do, someone who’s been there and maybe struggled, and ‘gets’ it. Someone who can therefore advise them from a position of more experience.
One of the roles we hold when working with students is therefore that of Mentor. Mentoring is a relationship in which a more experienced person guides a less experienced person in the same field. This is how I defined it in a previous post:
Mentor: The skills to mentor someone are the ability to disclose your own experience in a productive way that doesn’t dismiss, diminish or detract from the centrality of the student and the issues they want to address. Modelling approaches, decision-making processes and techniques is one key strategy, together with non-directive advising, and the ability to draw out with the student the general principles of your experience which they feel they can apply in their own circumstances.
There are pitfalls in mentoring. Sometimes, it risks making the discussion all about us, and we don’t see the student’s individual experience except in as far as it reflects our own. Sometimes we project onto the student things we wish we’d done, motivations which guided us, circumstances which don’t apply. Sometimes it’s misleading- the anecdotal experience of one learning developer 20 years ago at a different university on a different course does not make for evidence-based, widely applicable guidance! Sometimes, as mentor is a hierarchical relationship, the authority we hold can end up with advice being given or taken in too directive a way. Sometimes it’s irrelevant, just a distraction from the real discussion. In all cases it needs to be contextualised within the expert professional knowledge of a Learning Developer – it’s an error to assume that just because someone did well at uni that they therefore automatically know how to teach others how to do the same – a Learning Developer is a bit more than that. Not to mention that experience of failure and struggle can be even more valuable than easy natural success!
In professions like counselling, it’s rare that a therapist would disclose information about themselves. But it can on occasion be a powerful tool in learning development, where one of the facets of our expertise that we’re drawing on this experience of having been a student and now being a more senior member of the academic community.
Disclosing our own experience in a mentoring capacity can serve a number of purposes. It can build a rapport, helping to create the environment of trust which learning development needs. It can validate and normalise a student’s experience of or feelings about their studies and make them feel heard, less alone, less of an impostor. It can show them alternative perspectives, interpretations or approaches outside their experience. It can be one of the ways that we legitimise and establish the authenticity of our guidance. Most practically of all, it can show them be used to model thinking, decision-making processes and study strategies, giving them access to process, not outcome. Modelling is the most important professional skill which I employ when acting as mentor, making sure to involve the student at every step of the process.
It needs to be handled with care so as to avoid being self-indulgent (ah! happy student days!), misguided (well, this worked for me, so it should work for you!), too directive (you should do this. That’s what I would do.) or inappropriate (when I was a student 20 years ago, we didn’t have 24 hour libraries or electronic journals, think yourself lucky!). We need to think carefully about whether any aspect of our experience is really (still)applicable, whether mentoring would be the best approach to achieve our aim, if it would further a student-centred approach if we focus discussion on ourselves, if it would help the student develop their own thinking or promote dependence. Interestingly, the older I get, the less I disclose about my student experience as it recedes into history… it feels less credible in my forties than when I was closer to being their peer! I draw more now on my experience of subject lecturing and of working in a quasi-academic role.
There are always other facets of our expertise, other roles we can play if Mentor doesn’t suit, or if we don’t have the relevant experience of, for example, doing a PhD or marking assignments, to draw on. But it’s one of the options available to us, one that I think students naturally see in us, and one which can be used very effectively if done well.