Vic/Tas Notes from Peers4peers meeting, February 6 2019 (by Liz McKenzie)

Notes from Peers4peers meeting, February 6 2019 (by Liz McKenzie)

Our Success Stories

University of Melbourne: Melbourne Talks – an 8-week program, peer mentors developing the program. A students as partners
Deakin University: Establishing hot desks in computer labs for use by peer mentors in the Business and Law Faculty.
University of Melbourne: Science peer mentoring for 1st year with 3^rd year industry mentoring. Peer mentors involved in program design. Feedback is that students have ownership of the program and are excited to be there. Now they are having greater input into orientation events/training.
RMIT: PhD student (was an SLA) acknowledged the support and guidance working as an SLA and other peer programs that contributed to the student’s academic success.
Monash University: Student advisory group, working with staff 6 times per year. Offered PD (conferences etc) as a reward for their involvement.
Monash University: Professionals in International Education Innovative Learning Support Initiatives Award.
Deakin College: Staff and mentors handing out chocolates at exam time to advise students of services available.
University of Tasmania: Pharmacy Mentoring for 1st year students. In process of evaluating.

Best Practice Tour

Residential Leadership Program to be launched in 2019 – deconstructed existing committees to create a new structure. 100 leaders across Tas.

Guidelines for paid student leaders

Deakin University (Orientation Ambassadors): Digital rostering system – significantly reduced manual work to develop casual staff rosters.

Graduate attributes

Some of the ways peer learning is building and capturing graduate attributes were explored. These included:

Exit interviews: These could be individual, possibly in groups where students can reflect on their group experience e.g. mentoring pairs
Awards: Students Helping Students strategy at Deakin includes an SHS Awards programs. What the peer mentors do in their role is explored and is directly related to graduate outcomes. The event is taken seriously by all, the Dean of Students presents to the winners. The self- reflection involved in the application process is the valuable element.
Before and after interviews: Students are interviewed at the beginning (what do they hope to achieve) and the end of their tenure (did they achieve what they hoped).
Reflection in writing is valued. The actual writing strengthens the experience and knowledge (and writing skills)!
Short videos are also used as a way for peer mentors to explore, explain and share their learnings.
Coaching talks along the way. The importance of informal conversations in consolidating learning.
Exit interviews can also include sensitive information. (Often material that can be addressed in future projects..)
Reflective journals and catch-up meetings
Written expectations can be built into the position desc. Ros at Monash has created a document to accompany the job advert, explaining what is meant by Selection Criteria to help build this skill

Other suggestions included possibly a poster presentation being part of the masterclass day