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ERIC Number: EJ804797
Record Type: Journal
Publication Date: 2008-Aug
Pages: 13
Abstractor: As Provided
Reference Count: 52
ISSN: ISSN-0309-877X
Recognising and Rewarding the Contribution and Personal Development of Peer Supporters at University
Muldoon, Robyn
Journal of Further and Higher Education, v32 n3 p207-219 Aug 2008
It has long been recognized that students who participate in peer support programs as peer supporters or mentors develop valuable skills and attributes while involved in the support of others. The University of New England, NSW, Australia, has recently introduced an award for extra-curricular achievement of students while at university to support its graduate attributes policy. It is called the New England Award (NEA). This paper reports one set of outcomes of a wider study which examined how well the NEA, in its pilot period, met its broad objectives. It focuses on the impact of one type of NEA activity, community contribution, through an examination of what students gain by acting as peer supporters in terms of graduate attributes and the impact of the NEA on students' perceptions of those gains. Because of the small sample size, the results of this study may not be generalizable but the underlying notion of recognizing and rewarding student development through acting as peer supporters is transferable. It appears that this type of activity is an effective means by which most graduate attributes and other desirable attitudes and personal qualities can be enhanced and that the NEA is a credible vehicle for institutional recognition of extra-curricular achievement. (Contains 1 note.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A