35 - Jane Skalicky

Title

Student peers as partners in learning

Author(s)

Jane Skalicky*, Student Learning, Retention and Success, Division of the Deputy Vice-Chancellor (Students and Education)
Andrea Carr, Student Learning, Retention and Success, Division of the Deputy Vice-Chancellor (Students and Education)
Kristin Warr, Student Learning, Retention and Success, Division of the Deputy Vice-Chancellor (Students and Education)
Sally Fuglsang, Student Learning, Retention and Success, Division of the Deputy Vice-Chancellor (Students and Education)
Harriet Speed, Student Learning, Retention and Success, Division of the Deputy Vice-Chancellor (Students and Education)

Subtheme

Students as Partners and Building an Inclusive Culture

Presentation Type

Spotlight on Practice

Room

Lecture Theatre

Time

11.30-12.30

Abstract

Peer-based mentoring and learning are well-established, evidenced-based support strategies that can enhance the academic, social, personal and career outcomes of students (Glaser et al., 2006). The experience of mentoring and learning from peers develops a sense of collegiality among students who consequently feel more positive about their learning. Students also feel a sense of engagement with and connection to the university community. Peer mentoring and learning also provide valuable experiences for the student peers who reinforce their own learning and development through the process of instructing, guiding and supporting others. Student peer programs may also benefit the university with research showing that student peer-based programs contribute both directly and indirectly to the retention and success of students.

The concepts of student peer mentoring and learning are fundamental to a number of academic support programs for students at the University of Tasmania, for example:

• Student peer-led study and learning programs - such as the Peer-Assisted Study Sessions (PASS) and Student Learning Drop In;
• Student peer leader programs - including International Peer Leaders, Career Peers and Student Engagement Leaders; and
• Student peer-led programs to support students at risk of disengagement from the University - such as the Student Success Campaigns.

This presentation describes these and other peer mentoring and learning programs supporting students at the University of Tasmania and presents retention and performance data that reinforces the benefits of the programs for students and student peers, and for the University.

References

Colvin, J.W. and Ashman, M. (2010). Roles, Risks and Benefits of Peer Mentoring Relationships in Higher Education. Mentoring and Tutoring: Partnerships in Learning, 18 (2), 121-134.

Dawson, P., van der Meer, J., Skalicky, J. and Cowley, K. (2014). On the Effectiveness of Supplemental Instruction: A Systematic Review of Supplemental Instruction and Peer-Assisted Study Sessions Literature between 2001 and 2010. Review of Educational Research, 84 (4), 609-639.

Glaser, N., Hall, R. and Halperin, S. (2006). Students Supporting Students: The Effects of Peer Mentoring on the Experiences of First Year University Students. Journal of the Australian and New Zealand Student Services Association, 27, 4-17.

Resource

Download presentation (requires University of Tasmania login) (PDF)