Just in time, just for you: Growing a peer learning program

Peer learning programs are well established as an effective approach to improving students’ learning and wellbeing. However, they can be difficult to implement and grow in practice. This paper describes the introduction of a “just-in-time, just-for-me” Peer Skills Advisers program and how it has evolved over the last five years. The peer staff found that the role improved their sense of belonging and employability but observed that it is challenging to set boundaries with students. The program grew steadily over time as students and staff became more aware of the service, although there is still room for growth in online support

Equity, diversity and online learning in peer assisted study sessions

BACKGROUND While Peer Assisted Study Sessions (PASS) are a well-established undergraduate academic assistance program running in many Australasian universities (Woolrych et al., 2020), Edith Cowan University’s (ECU) program is unique in how key training and operational aspects were developed in response to the specific needs of its diverse student cohort, including online and regional students. Notably, ECU’s PASS program was an early adopter of the hybrid delivery model (on-campus and online) to support cohort equitably and inclusively. IMPACT Students who attend PASS sessions are 11% more likely to succeed than non-participants and 8.6% more likely to be retained in their degree. The impact of PASS on success rates is even higher for key equity cohorts, including Aboriginal and Torres Strait Islander students, students living with a disability, and students enrolled in pathway programs. RELEVANCE In this session, we will discuss techniques for online facilitation that supports students to succeed, including developing and enhancing learning skills, identifying students to model discussion, question design, learning through play, and strategically using online tools to match the cohort. We will also discuss how STEM lecturers can work with PASS to improve outcomes, including embedding, promoting, and building a relationship with their PASS leaders. REFERENCE Woolrych, T. J., Zaccagnini, M. A., Stephens, M., Stace, M. J., Middleton, R., Bergner, M. L., O'Sullivan, S. M., & Verma, R. (2020). Into the Online Space: Outcomes for a PASS Online Pilot Across Different First Year University Subjects. Faculty of Science, Medicine and Health Papers: Part B. Retrieved from https://ro.uow.edu.au/smhpapers1/125