Peer Programs Network: An evolving community of passionate practitioners

Melissa Zaccagnini, University of Wollongong

Peer Programs Network: An evolving community of passionate practitioners

Interviewed by Lynn Milburn, Coordinator, Peer Support Programs, Deakin University

I had the pleasure of talking with Melissa Zaccagnini, Manager, Peer Learning and Head, Australasian Centre for PASS. Most of you know her name and many of you have met her. In fact, Victoria Menzies and Melissa created a “Peer Based Programs” Special Interest Group (SIG) for the FYHE conference in 2012, and it was this SIG that was the beginning of what has become our living, vibrant community of practice over the last year.

Melissa explained that starting the SIG in 2012 was about bringing together peer programs practitioners at a time when the use of peer initiatives was expanding, to explore and learn from each other. The discussion around institution-wide approaches to peer programs was really just emerging – it was the beginning of an acknowledgement that regardless of the diversity of individual programs, there are essential elements of success that underpin any peer based activity. We are continuously evolving our understanding, and as we continue to learn, it is wonderful to be able to share knowledge not only within but across institutions.

Melissa emphasised that our community plays an essential role in advocating for the value of peer programs and the importance of intentional design and appropriate resourcing. Melissa is amazed at how many peer programs often begin as passion projects, on top of existing workloads. She believes this demonstrates anecdotally the belief that peer programs can make a huge impact for students. The challenge is often capturing the value and explaining it to someone who hasn’t experienced the magic first hand. Melissa notes it is also amazing how many people have had a positive peer program experience themselves and feel they want to create that experience for others – highlighted by many leaders who have gone on to be coordinators themselves. The network represents a ‘critical mass’ to highlight the benefits of peer programs, supporting each other to foster creative thinking, to contextualise offerings for the unique needs of our students and to understand how to measure the value in an evidence based way. Melissa would love to see more quality peer reviewed research around peer learning and programs.

As one of 10 Certified Trainers of PASS/ SI in the world, Melissa has greatly valued being mentored by inspiring colleagues, connecting with staff from institutions across the Asia – Pacific Region and supporting them to implement and run best practice programs. As the use of PASS has increased over the past 10 years, Melissa believes it has paved the way for broader conversations around the application of peer programs, noting that many PASS practitioners go on to develop bespoke peer programs on the foundation of PASS training. In this way, the Australasian PASS Community is an important subset of the broader Peer Programs Community. This evolution is an important story to tell. This growth in applications is why the PASS Forum expanded to the PASS and Peer Learning Conference in 2015, providing a place for discussion, sharing and innovation around peer programs more broadly, whilst still valuing the PASS model and the established community around it.

Melissa is particularly interested in peer learning’s role at the institutional level and how it relates to Students as Partners (SaP). She is currently participating in the University of Wollongong’s exploration of peer learning as a critical element of the higher education landscape and how we can embed the practice of peer learning broadly. Melissa’s interests include the impact that peer programs have on the University’s culture and how peer programs can contribute to an engaging, inspiring learning environment which prepares our students as 21^st century learners and for the changing nature of professional learning. Fostering learning and engagement between peers, in an academic or social capacity, is a win/ win situation – for students, for leaders, for the institution.

In regards to SaP, Melissa believes as peer program professionals, we have an important role in supporting staff who may be unfamiliar with student centred design –  contributing to the knowledge around how and why to work alongside students – especially in areas where students have not traditionally been involved as co-creators.

I enjoyed Melissa’s knowledge and passion. As I listened, I was impressed by her ‘practice what you preach’ approach. Knowing is one thing and doing is another, and Melissa’s ability to show what she knows is not only refreshing but helps to illustrate what peer learning is all about!