This document discusses establishing learning and academic skills programs that promote student wellbeing at the University of Tasmania. It outlines several key areas of focus for these programs: enabling academic transition to university, developing academic skills, engaging students as partners through peer learning, establishing partnerships across support services, and considering diverse learners. The programs are grounded in theories of wellbeing being central to learning, positive psychology, appreciative inquiry, and transition pedagogy. Examples provided demonstrate how the programs build relationships, confidence, and connections to support student wellbeing and success.

1. Your Experience, Your
Wellbeing, Your Learning,
Our Advice:
Establishing and
maintaining learning and
academic skills programs
that promote student
wellbeing
•StudentLearningandAcademicDevelopment
Dr Jane Skalicky
University of Tasmania
July 2013

2. Overview
Students’ physical, social and emotional wellbeing are fundamental
to their success as learners. This presentation will provide an
overview of the learning development and academic skills
programs at the University of Tasmania and how they are planned
and implemented in the context of student wellbeing. Key areas of
focus include:
• Enabling academic transition to tertiary learning and university
culture
• Developing academic literacies, English language skills, and
discipline specific learning
• Engaging students as partners in learning, through peer learning
and leadership opportunities
• Establishing partnerships for support across a range of student
services and in collaboration with academic colleagues
• Considering a diversity of student learners through flexible modes
of study and by building intercultural competence

3. First day on campus
First lecture
First tutorial
First independent study
First assessment
Before Easter
...

4. Underlying theories/frameworks
http://www.decd.sa.gov.au/learnerwellbeing/
Principles:
•Wellbeing is central to learning and learning is central to wellbeing
•Wellbeing is built on the strengths of individuals, groups and communities working
together
• Learner wellbeing
• Positive psychology
and thriving
• Appreciative inquiry
• Transition pedagogy
and third generation
approaches

5. Underlying theories/frameworks
Nick Zepke: Keynote at the 2013 First Year in Higher
Education Conference
(Strong relationship between student engagement and
wellbeing)
• Engaging teaching considers student well being
• One of key indicators of well being is people being
engaged
• Encourage feelings of autonomy, competence, and
relationship
• Help develop self esteem, resilience and positive
emotions

6. Protective factors
• Positive relationships with educators and peers
• Feeling safe
• Engaging curriculum
• Feeling connected
• Belonging
• Positive climate
• Pro-social peer group
• Responsibility and required helpfulness
• Opportunities for success
• Recognition of achievement
• Sense of control of learning
• Feeling competent
• Meaningful pathways through and beyond schooling

7. Context – Student Learning @
UTAS

8. Enabling academic transition
• Early connections to university
community and culture
• Range of support staff
• Strong peer networks developed
• Learning in context
• Culture shock made explicit
• Social constructivist program
“UniStart was awesome  I think it should be
compulsory! For example – I am regularly talking
to …….. – all met in UniStart. I have a new besty
who is with me most everyday. This has given me
confidence to approach and befriend others who
now also know my name. And I learned that the
lecturer knowing my name increases my chances
of success”

9. Developing academic literacies
• Students as individuals
• Relationship and rapport building
• Confidence building
• Set expectations high
• Open ended questioning
• Acknowledge students’ strengths, skills and abilities
http://www.appreciativeadvising.net/
• Individual consultations
• Workshops
• Speaking groups
• Discipline connections
“Yes if you don’t mind we need every week
group face-to-face discussion with
students about their study and about their
condition”

10. Engaging students as partners
• Student Learning Drop In
– Peer support for writing
and study skills
• Peer Assisted Study
Sessions (PASS)
– Discipline specific peer led
study groups
• Leaders – modelling
elements of wellbeing;
beyond cognitive

11. Engaging students as partners
• Active and relaxed learning
environments
• Relationships
• PASS
– building relationships with a group
– enabling networks
“A good way to revise in a stress free environment.” (PASS)
“Gave me confidence I would cope.” (PASS)
“The fact it was peer based..., ...it was someone we could relate to.” (PASS)
• Drop In
– build rapport with an individual within
1-2 minutes in order for session to be
meaningful
• Aware of supporting connections to
other services
“It was very welcoming,... There was no judging of ability, just offering to
help and they took a real interest in helping students to succeed to the
best of their abilities.” (Drop In)

12. Establishing partnerships
• Work with other support services and faculties to provide
holistic service provision and embedded learning
development
• Referrals; counselling, disability, academics, engagement
activities…
– trust
– relationship with individual students
– personal introductions
– curricular and co-curricular connections
• Examples of effective partnerships:
– Orientation
– Psychology: UniStart culture shock lecture by academic
and follow up embedded workshops within the discipline
– Nursing: communication skills in clinical placements, go into
the hospital with the students in collaboration with staff

13. Considering diverse learners
• Online
• Student success program –
risk intervention and
engagement
– Normalise
– Every student phoned
• Example: Human library
• Building intercultural
competence

14. References
• Bloom, J. et al. Appreciating advising, http://www.appreciativeadvising.net/
• Kuh,G.D., Kinzie, J., Schuh, J. H.,Whitt, E. J., and Associates. (2005). Student
Success in College: Creating Conditions That Matter. San Francisco: Jossey-
Bass.
• Nelson, K. and Kift, S. (Student success and FYE; transition pedagogy and third
generation approaches)
• Shusok, F. & Hulme, E. (2006). What’s Right with You: helping students find and
use their personal strengths’. About Campus.
• Tinto, V. (Student success)
• Zepke, N. (Student engagement)
• www.utas.edu.au/student-learning