Student Peers as Partners in Learning Student Learning

Student Peers as Partners in Learning Student Learning, Retention and Success Teaching Matters - 7 December 2016 A/Prof Jane Skalicky Dr Andrea Carr Ms Kristin Warr Pedersen Ms Sally Fuglsang Dr Harriet Speed

Peer-based Mentoring and Learning Peer-based mentoring and learning are wellestablished, evidenced-based support strategies that can enhance the academic, social, personal and career outcomes of students. l The experience of mentoring and learning from peers develops a sense of collegiality among students who consequently feel more positive about their learning l The role of Peer Leaders and Mentors is to provide a “nurturing, trusting, honest environment in which the learner will grow and develop confidence, self-esteem, independence and lifelong skills relevant to study and/or work. Peer mentoring is a mutual way of learning, allowing both participants to develop transferable skills that will help them during their time at university and beyond. l Peer mentoring, when supported, provides opportunities for student leaders/mentors to: l develop leadership & management skills; l improve communication & personal skills; l reinforce their own study skills; and l enhance their employability Student peer mentoring and learning are fundamental to a range of academic support programs for students at the University of Tasmania STUDENT LEARNING, RETENTION AND SUCCESS 2

UTAS Student Peer Programs l The Peer programs are evidence-based and underpinned by quality assurance and evaluation housed within the Developing and Supporting Student Leadership (Da. SSL) Framework. l Da. SSL Framework developed specifically for student leadership so as to enable better informed strategic decision making and reflection on and improvement of student and peer-led programs. gre ss Purpose developing e Po sit tic io ni ng student leadership ac STUDENT LEARNING, RETENTION AND SUCCESS ple building capacity for Pr l Da. SSL Website: www. dassl. edu. au Peo l Components of the Framework l Reflection Tool and Action Plan l Good Practice Principles and Guidelines l Supporting Resources l Case Studies Da. SSL’s 5 Ps Framework Pro l Intended to enhance our ability to: l Build institutional capacity for student leadership development l Embed evidence-informed evaluation in practice l Position programs strategically to promote sustainability 3

Student Peer-led Study and Learning Programs PASS: Peer-Assisted Study Sessions l A non-remedial, student-led and studentfocused approach to learning which empowers students to take control of their learning under the guidance of senior peers, the PASS Leaders (N = 52 in 2016). l Provides students with supportive and collaborative learning environments in which students work with peers to revise course content, develop and practice relevant study skills and build social networks. l PASS Leaders are trained to give ownership of the learning process to the students. l PASS Leaders are trained and supported in their roles through a cross-disciplinary teaching approach. STUDENT LEARNING, RETENTION AND SUCCESS Student Learning Drop In l A peer-facilitated, casual drop-in service that provides students with opportunities to develop their academic and study skills. l Staffed by Student Learning Mentors (N = 20) who have achieved exemplary outcomes in their own courses of study. l Students receive assistance with matters such as assignment planning and preparation, referencing, academic writing, exam preparation and study skills. l New initiatives in 2016 – Drop In for English and Riawunna Drop In spaces. l Now available on all the UTAS campuses l Drop In also offers a weekly online web room which is particularly beneficial to those students studying by distance. 4

Student Peer Leader Programs International Peer Leaders (n = 5) l Faculty-based, international student peer leaders with 100% international student focus. l First point of contact providing advice, referral and resources to students. l Peer Leaders are international students with first hand experience of studying in foreign country & engaging with local communities. Career Peer Drop In (n = 7) l Career Peers are trained to work with students to identify and articulate their skills and experiences through their resumé, via: l a student drop-in service l online Resumé Check and Resumé Plus Student Engagement Leaders (n = 19) l SELs plan, promote and facilitate events and supported activities that enable students to interact with each other and with the broader community to build strong social connections and networks. l Examples of activities include: Orientation Expo and Welcome dinners, Human Library, Harmony Day, Uni. Mates, Cooking on Campus, tree planting on Bruny Island. Other Peer Leaders at UTAS l Roving Information Officers l Transcription Officers l Peer Notetakers l Student Success Officers (see next slide) l Also support students with job searches and job applications STUDENT LEARNING, RETENTION AND SUCCESS 5

Student Peer-Led Support Programs Student Success Interventions l Support students at risk of disengagement from the University l Pro-active, data driven approach complemented by direct referral from academic staff l 6 trained student peer leaders – Student Success Officers (SSOs) l SSOs provide phone and email contact and follow-up support (SMS to be added in 2017) l Student Cohort Interventions: l l l Welcome to UTAS Late Commencement CALD Welcome Distance (off-campus) Academic Progress Review (APR) International Student Non-Attendance at Orientation l Unit-Based Interventions l l l My. LO Access Non-submission of Assessment Failed Assessment Class Attendance Pre-Exam Check STUDENT LEARNING, RETENTION AND SUCCESS 6

PASS: Peer-Assisted Study Sessions l In 2016, PASS supported 41 units Sem 1 and 38 units Sem 2 Analyses of PASS data for all 2015 and for Sem 1, 2016 indicated that: l Across all main Tasmanian campuses & online l Pass attendees performed, on average, a full grade better than non-attendees l 52 high-achieving students employed and trained as Mentors l Approximately 2, 000 PASS sessions were offered to 6, 200 students l The unit results for students who attended PASS were on average higher the more sessions they attended. l In total, 2, 200 students in PASS supported units attended PASS sessions, for between 1 and 12 sessions. l Overall, students who attended PASS performed better than students who did not attend (see figure). (all of 2015 and Semester 1, 2016) 80 Average Final Mark l This corresponded to approximately 13, 000 contact hours (1: 1 contact). PASS students’ Performance 70 60 50 40 30 55 56 61 60 66 64 71 67 20 10 l In 2015, the retention rate from Semester 1 to Semester 2 for students who attended PASS was 96% compared to 91% for students who did not attend PASS. STUDENT LEARNING, RETENTION AND SUCCESS 0 0 weeks 1 -4 weeks 5 -8 weeks 9 -13 weeks PASS Weeks Attended All 2015 Sem 1 2016 7

Student Learning Drop In l Drop In visits by students have increased dramatically (overall 300%) across all campuses in 2016 compared to 2015. l Approximately 1/3 of Drop In visits are from International Students with English as a second language. Now have Drop In for English. (to Sept 20, 2016) 600 Number of Students l In 2016, 757 students attended 1, 478 Drop In visits over the year. 2015 and 2016 Drop In visits 527 500 2015 (n = 358) 400 2016 (n = 1478) 300 200 182 155 150 100 172 39 30 23 0 l Students from Faculties of Health and Arts made up just over 50% of Drop In visits Hobart Launceston Cradle Coast Sydney Riawunna 2016 Drop In visits across Faculties / Centres 32% 35 30 % Students l Main reasons for Drop In visits: l essay & report writing l reflective writing l assistance with group projects l English skills l exam preparation 558 25 24% 20 15 [VALUE]% 3% 10 5 12% 10% 9% 1%[VALUE]% STUDENT LEARNING, RETENTION AND SUCCESS n w no BE nk U TS SE T La w AS IM ea lth n H tio C uc a AM Ed Ar ts 0 8

RETENTION: Student Success Interventions – Semester 1, 2016 l Semester 1, 2016 contacts totalled 5, 851 emails and phone calls to 3, 077 students; broken down into email plus attempted phone contact (n= 1, 913 students), and email plus successful phone contact (n=1, 164 students). Semester 1 enrolment of students targeted by SS interventions in semester 1 Contacted Unable to be contacted 86 Sem 1 Welcome (n=1, 192) 82 l The number of student enrolments post -census date in Semester 1 was higher for students contacted by a team member (83% overall) compared to students who were unable to be contacted (76% overall), across all interventions. In particular, enrolments were significantly higher for students contacted via the Late Commencement (19%), Probation (11%) and Welcome (4%) interventions. 77 CALD Welcome (n=365) 73 93 Non-attend Orient (Int'l) (n=68) 90 65 Late commencement (n=131) 48 66 2015 APR (n=458) 55 92 Distance (n=190) 90 82 Failed to submit (n=285) 78 100 Failed assessment (n=331) 98 0 10 20 30 40 50 Enrolled students (%) STUDENT LEARNING, RETENTION AND SUCCESS 60 70 80 90 100 l This pattern of enrolments extended into Semester 2. More students who were contacted in the Semester 1 Student Success Interventions (77% overall) were enrolled in Semester 2 compared to students who were not able to be contacted (69% overall). 9

SUCCESS: 2016 Failed Assignments Intervention (N = 492) 60 l students who were phone engaged by SSO in the intervention 53% 50 40 l students who were unable to be contacted by phone [VALUE]% 42% % Students Overall 2016 results for: 37% Passed = passed 50% or more of enrolled units 30 Failed = failed > 50% of enrolled units 20 14% 10 l More students (11%) passed if they were engaged by an SS Officer compared to students who were not able to be contacted. l Fewer engaged students withdrew. 0 PASSED Contacted (n = 226) STUDENT LEARNING, RETENTION AND SUCCESS FAILED WITHDREW Not Contacted (n = 266) 10

The Peer Leader and Mentor Experience Developing Leadership Skills l l l l Preparation and organisation skills Facilitating learning and encouraging active participation Role-modelling Monitoring and managing sessions - people and time Responsibility Collaboration – with team (other peer leaders, mentors, academics) Decision making – confidence in making independent decisions Building professional relationships Peer Leader Learning l l l As above for leadership development Communication – clarity and confidence Understanding of students Appreciation of different learning styles Tools to support learning Value of independent learning [from Skalicky, J. & Caney A. (2010) Pass Student Leader and Mentor Roles: A Tertiary Leadership Pathway. Journal of Peer Learning, 3, 24 -37, and from exit interviews of Peer Leaders and Mentors (2012 -2015)] STUDENT LEARNING, RETENTION AND SUCCESS 11

UTAS data on Peer Mentoring and Learning Key Messages l Many students across the University engage in the peer mentoring and learning programs. l There are pockets or subgroups of students who we still need to engage or engage better. l There is strong evidence that the Peer Mentoring and Learning programs have a positive effect on the UTAS student experience – for both students and student peers. l There is mounting evidence that Peer Mentoring and Learning programs lead to student success and retention. STUDENT LEARNING, RETENTION AND SUCCESS 12