Making Resilient Students 2015

Making Resilient Students
An action research approach identifying and communicating the
strengths and successes of the current one8on8one model of the
Indigenous Tutorial Assistance Scheme
Riawunna Centre
University of Tasmania
2015

Table of Contents
Background......................................................................................................................2
Methodology...................................................................................................................3
Tutor Workshops: Making Resilient Students.................................................................... 3
Students' Most Significant Change Stories.........................................................................3
Student Surveys.................................................................................................................3
Analysis............................................................................................................................3
Tutor Workshops...............................................................................................................3
Students' Most Significant Change Stories.........................................................................3
Students’ Surveys..............................................................................................................3
Independent Learners....................................................................................................4
Attitudes...........................................................................................................................4
Tutors' strategies and tools.........................................................................................................4
Students' responses.....................................................................................................................4
Discussion.....................................................................................................................................4
Independent Learners.....................................................................................................5
Skills..................................................................................................................................5
Discussion.....................................................................................................................................5
Critical Thinkers..............................................................................................................6
Attitudes...........................................................................................................................6
Skills..................................................................................................................................6
Discussion.....................................................................................................................................6
Knowledge........................................................................................................................7
Knowledge of Self as Learner............................................................................................7
Knowledge of Unit............................................................................................................7
Knowledge of University...................................................................................................7
Discussion.....................................................................................................................................7
Requirements/Skills of a Good Tutor.................................................................................8
What the Riawunna Centre means for students.................................................................8
Summary..........................................................................................................................9

Background
In response to the change in Federal Government funding arrangements
for the Indigenous Tutorial Assistance Scheme (ITAS) Riawunna staff
identified the need to undertake some form of research in order to capture
and communicate the strengths and successes of the current model. It was
determined that action research was the most appropriate approach to
take in this instance. Action research, as a process, is participatory,
qualitative, reflective, and ideally cyclical.
It allows for the use of methodologies that simultaneously realise action
and research outcomes.
This strengthBbased participatory approach underpinned the process of
generating relevant evidence of the efforts and achievements of the
current cohort of ITAS tutors and students. In line with action research
methodologies a process was designed that provided opportunity for
tutors to engage in a workshop that facilitated a sharing of their
knowledge and experience, and the strategies and tools that they employ
in working with the students. It was equally important to verify that the
tutors’ efforts were positively impacting on the students' achievement and
their university experience. This was done through utilising the Most
Significant Change (MSC) technique of storytelling to inquire into the
students’ experience of the oneBonBone tutoring model. It also has the
advantage of capturing student voice through openBended questioning.
Ideally this method culminates in a story selection process undertaken by
individuals who have an interest in the outcomes of a program or
intervention. Students also completed a short online survey on their
perceptions of what makes for an effective tutor, and on Riawunna more
broadly.
This document has been created to communicate the process and findings
of this action research not only to Riawunna staff, and other interested
parties at UTAS, but to all the participants involved in the process. It has
been designed as a learning and communication tool with the diversity of
audiences and their specific interests in mind. It therefore contains a level
of detail that, it is hoped, will be of use to not only current tutors and
students but also those who will follow.
1

Methodology
Tutor Workshops: Making Resilient Students
A workshop was facilitated at each UTAS campus
between mid July and early September. A total of 29
tutors attended.
Purpose
• Draw on, and share collective knowledge and
experience of the tutors.
• Generate evidence of the strategies, tools, and
processes that the tutors use.
Learning outcomes
• An increased knowledge of what students need to
know and be able to do in order to be independent
learners and critical thinkers.
• Identify and utilise appropriate strategies and tools to
support students to become independent learners and
critical thinkers.
Process
• Identify attitudes, skills, and knowledge necessary for
students to become independent learners and critical
thinkers.
• Share the strategies and tools tutors use to develop
attitudes, skills, and knowledge.
• Identify the strategies and tools they currently use and
those that they will try in the future.
• Reflect on the process.
Students' Most Significant Change Stories
A number of interviews were conducted with current
students who are receiving tutoring through the ITAS
program.
Purpose
The Most Significant Change (MSC) technique is a
qualitative approach which involves the asking of openB
ended questions which allow participants to identify the
impact/s of most significance to them.
Process
Participant interview questions:
• What have been the most significant changes that have
occurred for you?
• Of these changes which is the most significant?
• Why is this the most significant?
This is not a standBalone methodology and ideally a
further process of story selection should be undertaken
by those who have an interest in the program. In this
instance quotes have been extracted to draw on student
voice to evidence the impacts of the tutors' efforts.
Student Surveys
A small sample of students completed an online survey.
Purpose
To gather data from students using more focused
questioning, specifically
• What does ITAS mean for the students' studies?
• What makes a good tutor?
• What do you see the Riawunna Centre as?
Analysis
Tutor Workshops
What do our students need to know and be able to do in
order to be independent learners and critical thinkers?
Figure 1. Tutor responses as documented at workshops
The tutors’ responses were collated and analysed in line
with the two focus areas; developing (a) independent
learners and (b) critical thinkers, and across the three
domains within each of these foci; attititudes, skills and
knowledge.
The themes that emerged relevant to each domain are
represented in figures 2B6 (these graphs represent the
frequency with which the tutors identified an attitude,
skill, or knowledge) along with the strategies and tools
that the tutors employ to support the students to
develop and maintain the attitudes, skills and knowledge
that they understand as being necessary for independent
learning and critical thinking.
The tutor's post workshop reflections are also
incorporated thoughout the analysis.
Students' Most Significant Change Stories
The students' Most Significant Change Stories are
analysed with reference to the tutors' responses, and
quotes that evidence impact on student experience and
achievement, which the students have attribututed to
their involvement in the ITAS program, are also included.
Students' Surveys
The students' responses to the online survey have been
analysed alongside the other qualitative data.
2

Independent Learners
Attitudes
Tutors' strategies and tools
Students' responses
Discussion
Empathy
Engage with student as a learner yourself
Create and maintain a trust relationship
Use positive reinforcement/praise
Express a genuine interest in the individual
Never give up on your students
Allow them to make mistakes
Gradual release of responsibility
It is ok to fail
Utilise visualisations
Celebrate Aborginality with student
Affirm student's point of view
Foster an attitude of curiosity as curiosity and
anxiety cannot be experienced at same time
I believe my independence has grown from nearly
none to quite a bit. This has recently been pointed out
to me by a tutor.
My tutor is a wealth of information and displays deep
experience yet I don’t get the sense that she is
‘smarter’ than I am, just that I am learning.
I end up valuing the relationship that I have with the
tutors more than the skills that I get out of it.
That these people [the tutors] have done what you’ve
done is such a massive help because it sort of seems
impossible when you start.
When I started I was having a lot of motivation issues,
purpose issues, at times my tutor’s motivation was
the only motivation that was around.
Without tutoring I’d be pulling my hair out, I wouldn’t
be in the mood to be able to learn.
I struggled with motivation … if I don’t understand I
just give up, but with oneEonEone tutoring my tutor
has become a really good friend and she has pushed
me to achieve.
I was scared coming to uni thinking that I would never
be able to do it.
Without the emotional support I would just fall apart.
It is the oneEonEone support and the relationship that
you develop with your tutor that is important.
The growth in my confidence is the biggest thing
because I never thought I would become confident
enough to take on the challenge of university.
I have the confidence and now realise that I can be
who I want to be not what I’ve always been expected
to be.
The reason I’m doing well in life now is because of a
sense of achievement, I have belief in myself.
A lot of it is about confidence.
Overall, the tutors apparently employ a range of
strategies to support students in developing the
attitudes and dispositions necessary to become
independent learners. Many of the strategies and
tools identified in the workshops related to fostering
a postive relationship between the tutor and the
student, and the student and learning.
The importance of this was reflected in both the
students' MSC stories and their surveys and was
evidenced by them commenting on the strong
relationships they have developed with their tutors
and the trust that exists between. Many
commented on this being an integral element in
their academic achievements.
Furthermore the tutors' post workshop reflections
included a number of comments relating to a
realisation of the need to foster these trusting
relationships as well as acknowledgements that the
relationship had the quality of mentor as opposed to
just that of a tutor. There were also reflections
relating to tutors feeling more informed about how
students feel and how they can help their students.
Building rapport and followBup were two of the
strategies which were identified as being important
to adopt in their future tutoring practice.
Significantly, the strategy that drew the greatest
response from tutors as one that they will adopt was
to 'Celebrate Aboriginality with their student'.
Although the issue of identity does not explicitly
appear in this document due to the fact that it did
not receive much attention initailly from the tutors it
was addressed by the students themselves,
particularly in relation to the role that Riawunna
plays in their university experience.
Figure 2: Attitudes (Relative size of word represents relative frequency of
occurrence in tutors’ responses)
3

Independent Learners
Skills
Students' responses
Discussion
Goal Setting
Develop weekly and semester work plans
Create timelines
Use semester planners
Emphasise importance of regularity/consistency in
attending to tasks
Provide clear steps to getting organised
Develop understanding of breaking down essay
questions (keywords)
Provide explicit instruction in the different
assignment structures
Utilise checklists
Utilise planning templates for assignments
Emphasise understanding not just assignments
Provide guidance and model research strategies
Provide feedback
Identify appropriate research databases
Utilise referencing style guides
Roleplaying
Reflection
Tutoring has helped me to understand what to do to
get organised at the start of the semester and what
sort of things I need to be constantly doing to keep
up with everything.
Tutoring has grounded me in the process of learning
as opposed to just focusing on the assignment
results.
Tutoring has kept me engaged with the ideas rather
than just the outcomes.
I now have a clear understanding of where to start
and how to do it.
I would write a draft of my assignment and my tutor
provided feedback on the structure. I now better
understand how to do this by myself.
I struggled with structuring assignments and
presenting ideas. My tutor discusses how to do this
and guides me in the process.
Before tutoring I felt a bit lost. I didn’t know where to
start with assignment, weekly posts, or readings. I
now know how to plan for the semester.
I can now more accurately plan for my assignments
because I’m able to research and find what I need for
my assignments. My academic writing has improved
because I understand the process of editing and proof
reading.
I am developing the skills of locating the relevant
information for an assignment, planning the
assignment, and linking the ideas in an essay structure.
My time management has improved, I’m getting things
done on time and keeping up to date with content; not
just submitting an assignment because its due.
I had an expectation that I would just pass now I’m
getting distinctions and high distinctions because I
know how to write an essay.
The discussions with the tutor help me to develop my
ideas and that flows into my written work.
My tutuor would convey simply what the question was
asking.
Tutors consistently demonstated the capacity to
identify the skills necessary for independent learning
and could clearly articulate the strategies and tools
that they employ in supporting students to develop
these skills.
The stories told by students also consistently
evidenced a significant development of their skills
which they clearly attributed to their tutors. They
identified the oneBonBone, individualised, focused
attention as not only developing their skills and
contributing to an increase in achievement, but also
being fundamental to them maintaining their
enrolment. Many of the students used the word
'struggling' in relation to their first semester at
university and they asserted strongly that it was the
ITAS tutoring that 'got them through'.
The tutors' post workshop reflections revealed that
they felt more confident that they were 'on the right
track' with their tutoring and that they had a greater
knowledge of the strategies and tools that they
could, and would, utilise in the future. They viewed
the workshop as a professional development
opportunity and recognised the importance of the
session for increasing their capacity to support their
students in their ongoing development of skills.
Figure 3: Skills (Relative size of word represents relative frequency of
4

Critical Thinkers
Attitudes
Students' responses
Figure 4: Attitudes (Relative size of word represents relative frequency of
Students' responses
Please see responses below related to critical thinking
skills
Skills
Figure 5: Skills (Relative size of word represents relative frequency of
Students' responses
Discussion
Provide constructive feedback
Question student’s perspective
Display empathy
Create and maintain a trust relationship
Use positive reinforcement/praise
Establish and maintain open communication
Express a genuine interest in the individual
Model questioning of other’s arguments
Discussion, discussion, discussion
Question students about their thinking
Challenge students to adopt different perspectives
Questioning and discussion for understanding
Remind the student to remain objective
Encourage a wide use of resources
Use comparison and different points of view
Use graphic organisers to construct arguments
Model questioning/evaluation of sources
Breakdown arguments into claims and evidence
Explicitly teach grammatical connectives to
construct arguments
I always thought there was only one way of thinking
in uni, but now I know that you can construct a really
good argument based on your thoughts and your
perceptions using other sources to support your
argument.
I can’t ask questions in big groups, I have found it
easier to question for understanding in my tutoring
sessions.
I can now express myself a lot better and that comes
from oneEonEone discussion with my tutor. These
discussions bring a fresh perspective.
With discussion you hone down on and refine your
ideas. This is important because writing an essay is
answering questions and making a lot of decisions
and sometimes you need some outside perspective.
My tutor says, hey look at it this way, try thinking
about it this way.
For me it has been important in relation to critiquing
information, being able to critique research
information and then to apply that research in my
paper.
I now have the skill of how to obtain the relevant
information and format it into an assignment.
In relation to critical thinking tutors explicitly
articulated only a few strategies compared to those
identified for independent learning. However
analysis reveas that tutors do utilise a range of tools
and strategies that they typically associate with
developing independent learners.
The students' responses clearly evidence the efforts
of the tutors in supporting them to develop critical
thinking skills. They attibute the ongoing discussion
with their tutors as being a significant factor in their
development as critical thinkers.
In their post workshop reflections tutors
consistently identified tools, such as graphic
organisers and checklists that they would utilise in
their future practice.
Significantly, the Launceston cohort of tutors
provided the least number of responses in this
domain. It should be noted they are the youngest
cohort of tutors and, in the main, students
themselves.
See all credible viewpoints as valuable to an
argument
Constructing and deconstructing concepts
5

Knowledge
Three domains of knowledge were identified that relate
to both independent learning and critical thinking.
Knowledge of Self as Learner
Figure 6: Knowledge of self as learner (Relative size of word represents
relative frequency of occurrence in tutors’ responses)
Students' responses
Knowledge of Unit
Students' responses
Knowledge of University
Students' responses
Discussion
Familiarisation with unit outline
Draw attention to learning outcomes of unit
Breakdown the expectations of the unit
Breakdown unit requirements
Constructing and deconstructing concepts
Keep student focused on tasks
Utilise rubrics
Use learning resources provided
Discussion and questioning for understanding
Listen to students to assess their knowledge
Provide feedback
Direct students to necessary support
Explain university processes and policies
Tell stories of how the university works
Explain expectations and requirements
Provide information on accessing university
resources
In lectures they only share a certain amount of
information. I didn’t know how to break it all down
and to have someone help me break down each of
the courses to understand how each of the parts
work separately and together.
You get a bit of a chance to discuss in unit tutorial
but it is nowhere at the same depth as when you
meet with your tutor, it is at such a greater depth
and you get a lot more practice.
I now understand the expectations of my course and
what to expect psychologically and emotionally.
Understanding the unit outline and knowing what is
happening and when, that was taught.
I have an experienced tutor who passes on the
information I need when I need it.
Working with my tutor grounds me in the process of
learning. We set goals and work together for
understanding.
I struggled in my first semester, I came from
Cosgrove High School and I had no knowledge of
university.
Coming from the socioEeconomic background that I
am from, I didn't have an understanding of how
university worked
My tutors have identified and personalised our
sessions to adapt to my learning style.
I get individual support tailored to my learning
needs.
Tutors identified three levels of knowledge that
students require to become independent learners
and critical thinkers; knowledge of self as learner,
knowledge of unit, and knowledge of university.
They articulated a range of strategies and tools
they the employ in developing students'
knowledge at each of the three levels.
The vast majority of tutor responses related to unit
level knowledge and represented a comprehensive
approach to supporting students to develop their
knowledge of the what, how, and why of each unit
of learning.
Students' stories evidenced the benefit of oneB
onB0ne tutoring for deepening their knowledge of
content, concepts, and themselves as learners.
The analysis of the tutors' responses did not
identify any specific strategies or tools employed by
the tutors in this domain.
6

Requirements and/or Skills of a
Good Tutor
Students consistently identified a range of interpersonal
skills that they found to be desirable and beneficial
attributes in their tutors as well as knowledge and
experience in the areas in which they were studying.
What the Riawunna Centre means
for students
Students provided their perspectives on what the
Riawunna Centre means to them.
Flexibile
Skilled communicator
Empathetic
Experienced
Committed
Open
Dedicated
Understanding
Cultural sensitivity
Respectful
Ability to establish rapport
Ability to explain complex ideas
Ability to draw out responses
Possess academic skills
Content knowledge
Organised
Ability to recognise and respond to individual
needs
7
The Riawunna Centre is an invaluable asset to
the learning and development of Aboriginal
students at UTAS. Personally with my area of
study, without the support that the centre
provides and the assistance provided through
such programs as the ITAS scheme, it would not
be possible for me to successfully complete the
units required.
A welcoming part of the university (one of the
best in my opinion) equipped with staff that are
readily available to assist Indigenous students
and each other. To me the Riawunna Centre is
an inviting community.
The Riawunna Centre for me is a home away
from home. I am always greeted by friends who
fully support me both as an Indigenous person
and with my student and educational needs.
A place where you come to feel connected,
valued, and supported. I love it! Thank you so
much.
A haven full of good people, somewhere within
the university, where I can pop in if I need a
break or a quiet place of study. The staff are all
fantastic people who I communicate with fairly
regularly.
Riawunna is a place that assists Indigenous
students to succeed in their studies and gain a
better understanding of the university and
culture.
The only place I feel accepted and comfortable
at university.
It is a base, a home base. It is where you want
to be because it relates more to Indigenous
students. It provides understanding, freedom,
and comfort.

Summary
In offering reflections on their transition into university and their learning
journey the students consistently attributed many of their successes to the
current oneBonBone model of ITAS tutoring. They clearly articulated the
positive impact on their university experience and an increase in their overall
achievement. They identified a range of factors, attributed to their tutor,
that positively impacted on their university experience and achievement.
These range from their tutor’s disposition and interpersonal skills, disciplinary
expertise, approach to tutoring in terms of the strategies and tools
employed, and ultimately, their capacity to meet and recognise the individual
student and establish a positive and encouraging relationship.
In contrast, many of them discussed their experiences before being matched
with an appropriate tutor as being a struggle, they spoke negatively of their
previous educational experiences. They told of their lack of confidence and
skills as barriers to achievement at a tertiary level. When asked if they would
be where they are without ITAS tutoring the majority offered an emphatic no.
The results of the student survey revealed that 100% of students identified the
oneBonBone model as being the most desirable for a range of wellBarticulated
reasons. Only 25% stated that they would be open to small group tutoring
sessions but expressed reservations. None of the students felt that a group
larger than four would deliver the benefits of the current model. They
described how ITAS's oneBonBone tutoring offers something qualitatively
distinct from any other learning opportunity they had experienced at
university.
The tutor workshops evidenced the capacity of the majority of tutors to
respond to individual student’s needs drawing on a diversity of strategies and
tools to support the development of the students' attitudes as well as the
requisite skills and knowledge. Their postBworkshop reflections evidenced
their openness to professional development, a renewed appreciation for
their personal capacities as tutors, a recognition of the individualised
approach needed for each student, and the uniqueness of each tutor/student
relationship.
.
8

Thank you to all those who participated in this project
for your time and the insights into your experiences.
We hope that we have done justice to your voices.
The research and documentation of this action research project was undertaken for the
Riawunna Centre, University of Tasmania by Nikki Brannigan
2015

Making Resilient Students 2015

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