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Deakin’s Students Helping Students Framework

November 2014

Lynn Milburn Division of Student Life, Deakin University

Introduction The world continues to change at an increasingly rapid rate, making it more important than ever for students to be able to adapt effectively to diverse contexts, situations and needs. Students need to ‘learn to learn’ in both academic and practical/social contexts so they can develop new skills and knowledge as required: to think critically; find, choose and interpret information; solve problems; withhold judgement; understand issues from various views; communicate clearly and appropriately; make informed, reasoned decisions; manage their own time and so on. To help students become engaged, confident, independent and versatile people who are ready—and excited—to take on new challenges, peer collaboration plays a crucial role by developing many of the skills needed; it also provides a great array of relevant experiences. Most importantly, it can emanate a positive peer ‘pressure’ which motivates and inspires students to join in when they otherwise might not get involved. It works all ways, too, with all participants learning from each other—not just the ‘helpees’ gaining from the helpers. Highly successful peer support programs have been operating at Deakin for many years (see Appendix 1) and are becoming ever more prominent. Some of these programs have an academic focus, while others have a practical and/or social focus. Some are based in specific faculties; others operate across the University. These programs are all designed to provide a rich environment where students can, in addition to the specific purposes of the program, further develop a broad range of skills needed to be successful at Deakin and beyond. However, while these programs are excellent, they have generally been developed and operated “siloistically”. Collaboration has certainly taken place, but most has been informal, and this “siloistic” approach has meant that:

it can be difficult for students and staff to find information about the programs

there is no designated space/place to share expertise, information or resources

there is no clearly-articulated overarching strategy for Deakin’s peer support models, which can make it difficult to understand/communicate across the institution as well as externally

opportunities to explicitly integrate and demonstrate the acquisition of Deakin Graduate Learning Outcomes are not consistently taken up.

In addition, without a centralised approach, peer support is not presented as a part of Deakin’s culture, yet peer support programs are most successful when seen as an inherent part of university culture—just something students do (Andrews & Clark 2011).

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Therefore, to create a visible, coherent peer support culture that clearly positions peer engagement/support as a fundamental student learning and support strategy, Deakin is:

developing a Students Helping Students Framework (this paper) to clearly document Deakin’s philosophies and approach to formally legitimise its current and future peer support programs

creating a Students Helping Students Hub, based on this Framework’s principles, to provide physical spaces (on campuses and on CloudDeakin) to connect existing peer support programs across the University, whether academic, practical or social.

This Framework will first define the term Students Helping Students and present the literature to show what underlies Deakin’s current expertise. It will then connect Deakin’s Students Helping Students principles to Deakin’s Strategic Plan and Graduate Learning Outcomes so that stakeholders can better understand the practical value of these programs. Finally, this Framework will outline how Deakin will proceed to create a coherent, involved Students Helping Students community with a Students Helping Students Hub.

Students Helping Students at Deakin One of the key aims of the Students Helping Students Framework and Hub is to bring together all the programs, activities and opportunities where students help other students to increase peer engagement. Peer engagement takes many forms, and Students Helping Students involves any program where students help each other, from formal, learning-centred study sessions to orientation activities where new students are grouped with more experienced students so they can meet other students and learn practical information about Deakin (see Appendix 1 for the range of Students Helping Students programs). It was important, therefore, to choose a clear, all-encompassing term to include all forms of student peer engagement at Deakin. While the literature uses a number of terms, including guiding, coaching and mentoring, which are at times used interchangeably and at other times used to reflect specifics

of a role (Andrews & Clark 2011 p.15), Deakin chose Students Helping Students: It is a clear, comprehensive term that respects the ‘autonomy’ required by various programs at Deakin to retain (or choose) their own names, which are often more reflective of their purposes.

Research underlying the philosophy of Students Helping Students Operating successfully in our increasingly complex world requires ‘…vast amounts of knowledge and know-how’ (Lindsey 2013, p. 6-7). Non-academic skills such as motivation, perseverance and sociability are highly regarded by the best employers (Lindsey 2013, p. 24), while the ability to recognise connections with people from different backgrounds and with different perspectives is also key. As the world changes ever more rapidly and access to information continues to increase, learning is also crucial and needs to focus ever more on areas such as understanding, analysing, evaluating and problem solving rather than on ‘knowing’ facts. To develop skills in all these areas—academic, practical and social—interactive contexts are crucial, as social interaction has long been known to be highly effective in increasing learning (Piaget 1972 & Vygotsky 1978) and developing practical (Chu & Leung 2001) and social skills (Prince 2004). In regards to academic gains, students are capable of performing at higher intellectual levels when asked to work in collaborative situations than when asked to work individually (Vygotsky 1978), and the more active the learning (as opposed to passive), the more it can focus on Bloom’s higher order thinking skills such as analysis, synthesis and evaluation. Research contends that collaboration is highly effective in all forms of education, including online learning (Anderson 2003), and is a key element of student-centred learning (e.g., see Hodge 2010). While interactive ‘expert’-led sessions (as in lecture, tutorial or Language and Learning Adviser contexts) are plentiful and highly effective (Anderson 2003), peer-led contexts have their own benefits. In particular, most students are more comfortable

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interacting with peers than with academics/professionals, so students who might not otherwise seek help have a viable option with peer support. In addition, students share similar experiences as well as discourse, so the exchanges are more appropriate and relevant to the student who is seeking support. This not only allows for greater understanding; it also results in a more ‘efficient’ support session. It is no wonder, then, that peer learning has been around for so long—the concept of mentoring is reputed to go back to the Stone Age (Crisp & Cruz 2009, p. 527, citing Dickey 1996)—and as Bruffee (1984, p. 97) pointed out, ‘…people have always learned from their peers and doggedly persist in doing so, whether we professional teachers and educators take a hand in it or not.’ The endurance of peer learning is likely a factor of both its ‘instinctiveness’, as people naturally learn from each other, and its effectiveness. In the university context, student peer programs, whether operating in one-on-one or group contexts, are shown to increase both retention and marks (Crisp & Cruz 2009) and support deep learning (Kift & Field 2009, Boud, 2001). Peer collaboration plays a key role in student engagement, which has long been known to be important for retention (Tinto 2006-2007) and is recognised as increasing the quality of the overall learning experience (Skalicky & Brown 2009; Chen, Gonyea & Kuh 2008). Peer-led contexts also create gains beyond the immediate purpose; for example, if a program is focusing on academic skills, other transferable skill gains can accrue, resulting in increased self-belief and a sense of ability to succeed. Topping (2005, p. 641) points out that this ‘…might sustain the learner through transitions to less optimal learning environments.’

In addition to being effective, student peer programs—whether academic or non-academic—are also efficient because development happens on all sides: The fact that everyone involved gains from the experience has long been recognised (Boud 2006; Topping 2005; Dabkowski 2000; Ehly & Larson 1976), with research demonstrating that peer support programs are generally highly effective at low cost, provided that appropriate methods are used for the particular contexts and that implementation is quality assured (Topping 2005).

The context: Deakin, its strategic plan and learning outcomes FUTURTE Deakin University is the ninth largest in Australia, with almost 44,000 students in 2012. One fifth of Deakin students are international, and one third are fully off-campus (Deakin at a Glance 2012). Deakin has four campuses: one east of Melbourne, two in Geelong and one in Warrnambool. There are also learning centres across regional Victoria. With this working context, Deakin’s strategic plan LIVE the future Agenda 2020 describes the broad directions that Deakin will pursue for the remainder of the decade. In brief, Deakin’s vision and mission for its students, staff, alumni, partners and friends is to offer ‘…a borderless and personalised relationship, creating the power and opportunities to live the future in a new world’ (Deakin University 2012). To achieve this mission, Deakin promises to advance: Learning – offer brilliant education where you are and where you want to go Ideas – make a difference through world-class innovation and research Value – strengthen our communities, enable our partners and enhance our enterprise Experience – delight our students, our alumni, our staff and our friends Deakin’s Students Helping Students programs contribute to all four LIVE the future areas but are particularly key to Learning and Experience. For example, Deakin’s PASS (Peer Assisted Study Sessions) program focuses on helping students enhance academic skills for specific units, faculty-based student mentor programs focus on supporting new students to make the social and academic transition to university, while Deakin University Student Association (DUSA) has student representative programs which allow students to gain professional experience before finishing their degrees. These programs have varied focuses, but each contributes to some if not all of the specifics in Deakin’s integrated

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response to its Learning and Experience promises, particularly L1—Welcome committed and capable learners, L2—Empower learners for the jobs and skills of the future, L4—Enable learners to achieve at their own pace and space, E1—Nurture personal development and wellbeing for students and staff, E2—Offer a rewarding global experience for learners and E3—Foster a vibrant and inclusive culture for students and staff (Deakin University 2012). Deakin’s Students Helping Students programs also contribute directly to Deakin’s Graduate Learning Outcomes (GLOs), which ‘…describe the knowledge and capabilities graduates have acquired and are able to apply and demonstrate at the completion of their course. They consist of outcomes specific to a particular discipline or profession as well as transferable generic outcomes that all graduates should have acquired irrespective of their discipline area’ (Deakin University 2014). Deakin’s GLOs are discipline-specific knowledge and capabilities, communication, teamwork, problem solving, critical thinking, self-management, digital literacy and global citizenship. As described in the research section above, many studies show how effective peer support programs can be in developing many, if not all, of the skills needed for these areas, and Deakin’s Students Helping Students programs successfully develop Deakin GLOs for both student leaders and participants. For example, Table 1 below shows a PASS (Peer Assisted Study Sessions) Senior Leader’s GLOs page, which they receive with their certificate at the end of the year. The GLOs page shows the specific tasks that the Senior Leader completed to develop the respective GLOs. All students who develop GLOs gain a competitive advantage in the graduate employment market, and peer leaders are provided additional opportunities to evidence/demonstrate acquisition and application of GLOs, and this is highly attractive to employers. Table 1. Deakin Senior PASS Leader Certificate GLO page

Graduate Learning Outcomes Developed Illustrative Tasks

Discipline-specific knowledge and capabilities: appropriate to the level of study related to a discipline or profession.

Facilitated PASS sessions focusing on discipline content and study

skills.

Communication: using oral, written and interpersonal communication to inform, motivate and effect change.

Wrote articles for the PASS newsletter to share ideas.

Observed PASS leaders conducting sessions and provided oral

feedback.

Teamwork: working and learning with others from different disciplines and backgrounds.

Trained new PASS leaders.

Mentored new leaders on a one-to-one, as-needed basis.

Problem solving: creating solutions to authentic (real world and ill-defined) problems.

Created new ways to promote PASS sessions to increase

attendance.

Shared issues experienced as a PASS leader and suggested

solutions.

Critical thinking: evaluating information using critical and analytical thinking and judgment.

Determined participants’ various learning styles and planned

appropriate activities to ensure that all would learn effectively.

Self-management: working and learning independently, and taking responsibility for personal actions.

Prepared for all PASS sessions.

Organised replacements for any PASS session I was unable to

facilitate.

Digital literacy: using technologies to find, use and disseminate information.

Used a range of technology to facilitate learning, including

CloudDeakin, eLive, websites, tools, resources and student-

produced videos.

Global citizenship: engaging ethically and productively in the professional context and with diverse communities and cultures in a global context.

Facilitated PASS sessions with culturally diverse groups of

students.

Advised PASS leaders on intercultural issues and diverse learning

styles.

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How Deakin will proceed In researching for Deakin’s Students Helping Students Framework, a key resource was found in the University of Tasmania’s peer learning framework and planning tool. Although their focus is on peer learning, the optimal peer support methodologies and principles pertain to any peer support program, whether academic or not. In developing the University of Tasmania’s framework, Skalicky and Brown (2009) used Lave and Wenger’s (1991) community of practice model as a base (Adam, Skalicky & Brown 2011). Skalicky and Brown (2009) located three ‘fundamental elements’ of communities of practice which relate to peer learning:

a domain of knowledge

a community

the practice

In brief, a shared domain of knowledge legitimises the community of practice by clearly defining boundaries—what is and is not included—and affirming its purpose and value. A community requires interaction and collaboration among members and promotes respect and trust so members can freely share ideas, knowledge and uncertainty. The practice is ‘…a set of frameworks, ideas, tools, information, styles, language, stories and documents that the community members share.’ (Skalicky & Brown 2009, p. 5, quoting Wenger, McDermott, & Snyder 2002). In other words, the practice is what the community develops. Adam, Skalicky and Brown (2011, p.11) cite Schunk (2008) to present their framework as ‘…a planning tool, informed by a social constructivist view of peer learning…’ It presents questions to ensure appropriate thought and consideration are given to relevant areas when developing a quality peer learning program. They give examples of how to use their tool and provide suggestions for extending the framework. Deakin has adopted this planning tool as their Students Helping Students Planner because, as Adam, Skalicky and Brown (2011) point out, it:

allows for an evidence-based community of peer practice without everyone involved having to be well-informed by the literature

focuses on the student leaders rather than the peer learning interactions or outcomes, which creates a ‘…consistent, quality approach…’ (p.18) to develop existing and create new peer support programs

increases sustainability by viewing the student leaders as responsible members of the community of practice—this means that success is not dependent on any one staff member taking responsibility for knowledge and guidance.

Deakin’s Students Helping Students Planner In adopting the University of Tasmania’s planning tool, Deakin has retained its structure and most

content; changes reflect Deakin’s broader student support context, which includes academic as well

as non-academic programs that focus on practical or social aspects. It has revised some questions to

elicit more specific answers so members with diverse backgrounds are more clearly ‘on the same

page’, and language has been changed to foster even more accessibility for those uninformed by the

literature. Additionally, Deakin’s tool has taken the suggestion made by Adam, Skalicky and Brown

(2011, p. 19) to include questions that specifically ‘…address known principles of peer learning.’

Table 2 below shows the first version of the Deakin Students Helping Students Planner (see Appendix

2) as applied to PASS for Placements, a new program currently being developed to prepare

Occupational Therapy students for their placements. Unlike PASS, this program is not unit specific,

and it focuses on practical placement skills such as communicating with colleagues and clients, using

appropriate language, explaining information and checking understanding rather than on academic

content.

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Table 2: Deakin University Students Helping Students Planner as applied to PASS for Placements

Students Helping Students Planner

Questions to inform practice Answers

1. Community of practice

1.1 Defining the domain (the program’s purpose and value)

Why establish this program? To address some of the key issues students face on placement.

What type of program is it, e.g., academic, practical and/or social?

Some academic content will definitely need to be included, but it’s mainly practical because its focus is on the skills needed to do placements successfully.

What shared interest or expertise distinguishes the program?

The skills needed to successfully complete OT or similar placements. Understanding of Deakin’s PASS methodology.

What principles are guiding its establishment?

Principles of social learning, e.g. co‐construction of knowledge and skills needed for OT placements by working with competent peers who have successfully completed their own placements; peers sharing alternative perspectives and approaches to successfully completing placements; all students can improve the skills needed to successfully complete placements.

How do these principles fit with the institutional goals?

LIVE the future L2 (Empower learners for the jobs and skills of the

future), L4 (Enable learners to achieve at their own pace and

space) and E3 (Foster a vibrant and inclusive culture for students

and staff).

How is the program established? Leader Manual; PASS website; recruitment and training.

How is it developed? Ongoing support, professional learning, collaboration and reflection. Sharing of ideas and resources.

1.2 Defining and establishing your Students Helping Students community

Which students will be leaders in the community?

PASS for Placements Leaders, PASS Leaders and Senior Leaders

What qualities should these student leaders have?

PASS for Placements Leaders must have successfully completed OT placements and related units, have highly developed interpersonal skills, be committed to the principles of collaborative learning and ongoing reflection. They should be interested in taking a major role in developing the program.

What are your guidelines for selecting or inviting student leaders into the community?

Passed OT or similar placement, be in third or fourth year in 2014, interested and motivated in developing their fieldwork skills and practice, provide written evidence of their placement and reflection skills, provide evidence through interview that they have good interpersonal and communication skills.

What are the processes for selecting/inviting these students?

Email invitation to eligible students, written application followed by interview and successful completion of training.

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How are your guidelines and processes inclusive of diversity?

All eligible students can apply and attend interview in person, telephone, or video conference. Training is at an accessible venue, and leaders out of area are funded to attend. Sessions held in accessible rooms if needed.

How will personal and professional development be facilitated?

Following initial training, observation and feedback sessions are scheduled. There is ongoing PD through meetings with mentors.

Which staff are in the community? Academics in OT placement courses/units and Coordinator, Peer Support Hub.

What qualities should these staff have?

Motivation to assist with understanding and promoting the program to ensure that all eligible students understand its purpose and how they can benefit from it; desire and ability to mentor PASS for Placements Leaders for development

Who is responsible for leading it? Coordinator, Peer Support Hub (Lynn Morrison)

1.3 Developing and supporting the Students Helping Students community practice

How will the community members

develop their shared resources,

experiences, tools and ways of

addressing problems?

Locally through formal and informal collaboration; through a site on CloudDeakin; they are also part of an international PASS community that shares information and resources.

What opportunities for reflection on learning are built into the practice?

Leader training and manual clearly define role and expectations. Leaders’ planning resources are provided and continuously developed. Self-evaluations are conducted early in the trimester. Mentors are available for support, advice, and feedback as needed. Meetings with other peer leaders occur throughout the trimester to revisit and reflect on issues. A central planning space is provided for leaders.

How will this be coordinated? In the first trimester the Coordinator, Peer Support Hub, will coordinate with a PASS Senior Leader and make a sustainable ongoing plan.

How will this be resourced? To be addressed in the ongoing plan.

2. Delivering peer support

Which students are being targeted for this peer support program?

All OT students, particularly those who can complete PASS for Placements before they do their own placement or are at risk of not passing their placement.

How will they be informed about the

purposes of/ invited to attend the

program?

Introductions in lectures, information in relevant units’ outlines

and CloudDeakin sites, recommendations by teaching and

central placement support staff and peers.

How, where, when and by whom will the program be timetabled?

Sessions timetabled 2x a week from weeks 3-8 of the trimester

by OT timetabling staff, with input from Student Leaders. Times

to fit in with units’ timetables, availability of leaders and rooms;

rooms should be as close as possible to tutorial or lecture rooms.

How will Leaders facilitate the sessions

to create an interactive, collaborative

Make use of PASS techniques such as asking questions, eliciting

knowledge and getting participants to share, discuss and expand

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learning environment based on peer

learning principles?

on their ideas. Extensive use of role play in different OT

placement situations.

How will the quality of the Student Leaders ’ interactions with peers be evaluated?

Observations by Senior PASS leaders and/or Coordinator Peer

Support Hub, self-reflection and feedback from participants.

How will student leadership be

recognised?

Certificates outlining the Graduate Learning Outcomes that have

been developed; references given upon request; opportunities to

apply for awards.

3. Evaluation

How will the community of practice be evaluated in relation to the purposes outlined in the domain section, resources required and sustainability?

Student attendance data will be collected and analysed against success in placements and student retention.

Student engagement will be evaluated through the end-of program survey and by interviews with Participants and leaders. PASS for Placements Leaders engage in structured reflection and peer review.

Deakin’s Students Helping Students Hub Taking a community of practice approach encourages collaboration and the sharing of expertise and resources among Deakin’s Students Helping Students community and will result in a more coherent Students Helping Students area than currently exists. However, a community must have a place to interact and collaborate, and Deakin’s Students Helping Students Hub will be that place. The Hub will promote respect and trust so that ideas, knowledge and uncertainty can be freely shared. The Hub will be available in physical and Cloud spaces, initially offered on CloudDeakin, at Melbourne Burwood Campus and Geelong Waurn Ponds Campus. By providing resources, assistance and a central area, the Hub can greatly increase coherence among Deakin’s Students Helping Students programs, in addition to making it easier for people to find what they need. The CloudDeakin Hub will provide a ‘one stop’ shop by providing students and staff links to all Students Helping Students programs, links to a wiki for staff and student resources and a link to a discussion page for community members. To enhance consistency across Deakin’s Students Helping Students’ programs, the Hub will also provide:

this Students Helping Students Framework

the Students Helping Students Planner

‘generic’ training manuals and position descriptions for student leaders

sample training programs

consistent, formal institutionally-validated recognition and reward systems for student peer leaders, providing a highly competitive advantage in the employment market

advice or assistance in adapting or applying any of the resources. The physical spaces on the Campuses will also provide resources as well as working and meeting areas for Deakin’s Students Helping Students community members, particularly student peer leaders. This approach importantly recognises and applies the varied and diverse expertise that members will bring to the community. Most importantly, not having one ‘expert’ who has the ‘correct’ answers will allow the community of practice to effectively model the most important—and effective—principles of peer support. In other words, the Hub will not be run ‘top down’ but collaboratively; it will be where community members meet and learn from each other, share expertise and work through issues together.

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Conclusion and recommendations

This Students Helping Students Framework reflects Deakin’s current approach while providing a coherent, accessible philosophy to formally connect Deakin’s Students Helping Students community. A major key to its success, and the success of the Students Helping Students Hub, will be the use of Snyder and Wenger’s (2010) ‘evolutionary design process’ (p. 112), where community members are involved in shaping and developing their community of practice, and its organisers/leaders continue to involve, support and sponsor them. It is therefore recommended that both this Framework and the Hub are presented not as faits accomplis, but as resources to develop through consultation to ensure they reflect the full range of Deakin’s Students Helping Students expertise and provide useful tools for any staff or students at Deakin who want to implement or become more involved in existing Students Helping Students programs.

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References Adam, A, Skalicky, J & Brown, N 2011, ‘Planning sustainable peer learning programs: an application and reflection’, The International Journal of the First Year in Higher Education, vol. 2, no. 2, pp. 9-22. Anderson, T 2003, ‘Getting the mix right again: an updated and theoretical rationale for interaction’, The International Review of Research in Open and Distance Learning, vol. 4, no. 2, retrieved 20 January 2014, http://www.irrodl.org/index.php/irrodl/article/view/149/230 Andrews, J & Clark, B 2011, ‘Peer mentoring works! How peer mentoring enhances student success in higher education’, The Higher Education Academy, Aston University, retrieved 30 October 2013, http://www.heacademy.ac.uk/resources/detail/what-works-student-retention/Aston-What_Works_Final_Reports-Dec_11 Boud, D 2001, ‘Introduction: making the move to peer learning’, in D Boud, R Cohen & J Sampson (eds), Peer learning in higher education: learning from and with each other, Kogan Page, London, pp. 1-18. Boud, D 2006, ‘Situating academic development in professional work: using peer learning’, International Journal for Academic Development, University of Technology, Sydney, pp. 3-10, retrieved 30 October 2013, http://www.tandfonline.com/doi/abs/10.1080/136014499004010 2#.UnBZnLT_lPm Bruffee, KA 1984, ‘Peer tutoring and the ‘conversation of mankind’’, in G Olson (ed), Writing centers: theory and administration, NCTE, Urbana, Illinois, pp. 3-15. Chen, P, Gonyea, R & Kuh, G 2008, ‘Learning at a distance: engaged or not?’, Innovate, vol. 4, no. 3, retrieved 30 October, 2013, http://www.google.com.au/url?sa=t&rct=j&q=&esrc=s&source=web& cd=2&cad=rja&ved=0CD8QFjAB&url=http%3A%2F%2Fcpr.iub.edu%2Fuploads%2FLearning%2520at%2520a%2520Distance.pdf&ei=2JHcUpy7DcbPkQW-r4CQAQ&usg=AFQjCNHQipZlJd28qm36ciR_wUY DMc7TIw&bvm=bv.59568121,d.dGI Chu, KC & Leung, D 2001, ‘Gaining practical skills through scenario-based learning’, in L Richardson & J Lidstone (eds), ‘Flexible learning for a flexible society’, Proceedings of ASET-HERDSA 2000 Conference, Toowoomba, Qld, 2-5 July 2000, ASET and HERDSA, pp. 148-153, retrieved 30 October 2013, http://ascilite.org.au/aset-archives/confs/aset-herdsa2000/procs/chu2.html Crisp, G & Cruz, I 2009, ‘Mentoring college students: a critical review of the literature between 1990 and 2007’, Research in Higher Education, vol. 50, no. 6, pp. 525–545. Dabkowski, B 2000, ‘The history of peer tutoring’, Intertext (a student publication of the Syracuse University Writing Program), retrieved 30 October 2013, http://wrt-intertext.syr.edu/viii/dabkowski. html Deakin at a Glance 2012, Statistics summary, retrieved 12 December 2013, http://www.google.com .au/url?sa=t&rct=j&q=&esrc=s&source=web&cd=3&ved=0CD4QFjAC&url=http%3A%2F%2Fwww.deakin.edu.au%2Fplanning-unit%2F2012%2520Deakin%2520at%2520a%2520Glance.pdf&ei=V0HgUvjD O8eeiAeH8oH4DA&usg=AFQjCNHEJd2Ds0WL54bcC4WLkntfXuzMTg&bvm=bv.59568121,d.aGc&cad=rja and Planning Unit

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Deakin University 2012, LIVE the future: Agenda 2020, retrieved 12 September 2013, https://www.deakin.edu.au/about-deakin/strategic-direction/our-strategic-plan Deakin University 2014, ‘Deakin graduate learning outcomes’ website, retrieved 28 November 2013, http://www.deakin.edu.au/current-students/handbooks/2013/introduction/attributes-deakin-graduate.php Ehly, SW & Larsen, SC 1976, ‘Peer tutoring to individualize instruction’, The Elementary School Journal, vol. 76, no. 8, pp. 475-480, retrieved 8 January 2014, http://www.jstor.org/stable/1000304 Hodge, S 2010, ‘Student-centred learning in higher education and adult education’, Occasional papers on learning and teaching at UniSA – Paper 3, retrieved 20 January 2014, ura.unisa.edu.au/dtl_publish/50/58042.html Kift, S & Field, RM 2009, ‘Intentional first year curriculum design as a means of facilitating student engagement and some exemplars’, in Proceedings of the 12th Pacific Rim First Year in Higher Education Conference, Townsville, Queensland University of Technology, retrieved 30 October 2013 http://eprints.qut.edu.au/30044/ Lindsey, B 2013, Human capitalism: how economic growth has made us smarter—and more unequal, Princeton University Press. Piaget, J 1972, The Psychology of the child, Basic Books, New York. Prince, M 2004, Does Active Learning Work? A Review of the Research. American Society for Engineering Education Journal of Engineering Education Volume 93, Issue 3, pp 223–231. Skalicky, J & Brown, N 2009, ‘Peer learning framework: a community of practice model’, retrieved 24 October 2013, http://www.utas.edu.au/__data/assets/pdf_file/0017/334106/Peer-Learning-Framework_UTAS.pdf Snyder, WM & Wenger, E 2010, ‘Our world as a learning system: a communities-of-practice approach’, in Social learning systems and communities of practice, Springer, London, pp. 107-124, retrieved 16 November 2013, http://link.springer.com/chapter/10.1007%2F978-1-84996-133-2_7 Tinto, V 2006‐2007, ‘Research and practice of student retention: what next?’, Journal of College Student Retention, vol. 8, no. 1, pp. 1‐19. Topping, KJ 2005, ‘Trends in peer learning’, Educational Psychology, vol. 25, no. 6, pp. 631–645. Vygotsky, L.S 1978, Mind in society: the development of the higher psychological processes, Harvard University Press, Cambridge.

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Appendix 1 Deakin University Students Helping Students Programs

FACULTY/DIV PROGRAM NAME LOCATION COORDINATOR

Arts and Education Peer Mentoring Program B, G Georgina Clarke

Business & Law We Connect Cloud Rachael Baron

Business & Law Student Drop-in Stations (DIS) B Rachael Baron

Business & Law Student Mentor Program Rachael Baron

DUSA Red Shirts B, G, F, W, X Ravi Chand

Health Peer Mentoring Program B, G, F, W Melinda Thomas

Health PASS for Placements F Lynn Milburn

Library Student Rovers B, G, F, W Janine Young

Marketing Division Student Ambassadors B, G, F, W Margot Houghton

Student Life Orientation Host Program B, G, F, W Daniel Ho

Student Life Writing Mentors B, F, G Vittoria Grossi

Student Life PASS B, G, F, W & D Robyn Mortimer

Student Life Connect Andrea Nazzari

Student Life Peer Tutoring Program W Merrilyn Crabbe

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Appendix 2 Deakin University Students Helping Students Planner

Students Helping Students Planner

Questions to inform practice Answers

1. Community of practice

1.1 Defining the domain (the program’s purpose and value)

Why establish this program?

What type of program is it, e.g., academic, practical and/or social?

What shared interest or expertise distinguishes the program?

What principles are guiding its establishment?

How do these principles fit with the institutional goals?

How is the program established?

How is it developed?

1.2 Defining and establishing your Students Helping Students community

Which students will be leaders in the community?

What qualities should these student leaders have?

What are your guidelines for selecting or inviting student leaders into the community?

What are the processes for selecting/inviting these students?

How are your guidelines and processes inclusive of diversity?

How will personal and professional development be facilitated?

Which staff are in the community?

What qualities should these staff have?

Who is responsible for leading it?

1.3 Developing and supporting the Students Helping Students community practice

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How will the community members

develop their shared resources,

experiences, tools and ways of

addressing problems?

What opportunities for reflection on learning are built into the practice?

How will this be coordinated?

How will this be resourced?

2. Delivering peer support

Which students are being targeted for this peer support program?

How will they be informed about the

purposes of/ invited to attend the

program?

How, where, when and by whom will the program be timetabled?

How will Leaders facilitate the sessions

to create an interactive, collaborative

learning environment based on peer

learning principles?

How will the quality of the Student Leaders ’ interactions with peers be evaluated?

How will student leadership be

recognised?

3. Evaluation

How will the community of practice be evaluated in relation to the purposes outlined in the domain section, resources required and sustainability?