Win-win for staff and students at Victoria University of Wellington

Ann Pocock


One successful pan-university initiative at Victoria University of Wellington has been to employ senior students as ‘Peer Writers’ alongside within the well-established Student Learning Te Taiako centre.  Peer Writers work alongside Learning Advisors to offer free one-on-one writing and study assistance for all students. Candidates must demonstrate a high level of English written and oral communication competency, and receive comprehensive training in working with students, inlcuding observing Learning Advisors and grammar skills.   Peer Writers act as role models for students at the same time as  providing Student Learning colleagues with authentic insight into the student experience. Evaluations show students value working with Peer Writers in the same way as with Learning Avisors, which eases Student Learning's workload, particularly at peak times of the academic year. Moreover, the experience of being involved in learning and teaching acts as a stepping stone for Peer Writers' future careers.


tertiary institutions; academic literacy; peer-support; learning advice;

Full Text:



Benè KL, & Bergus G. (2014). When learners become teachers: A review of peer teaching in medical student education. Fam Med, 46(10):783-787.

Cornwall, M. (1979). Students as teachers: Peer teaching in higher education (Doctoral dissertation, University of Amsterdam).

Kift, S.M., Nelson, K.J., & Clarke, J.A. (2010). Transition pedagogy: A third generation approach to FYE: A case study of policy and practice for the higher education sector. The International Journal of the First Year in Higher Education, 1(1), 1-20.

Ladyshewsky, R.K. (2006). Building cooperation in peer coaching relationships: understanding the relationships between reward structure, learner preparedness, coaching skill and learner engagement. Physiotherapy 2006 Mar; 92(1):4-10

Victoria University of Wellington. Learning and teaching strategy – Te rautaki maruako 2017-2021. Wellington: Victoria University of Wellington.

Yew, E.H.J. & Yong, J.J.Y. (2014). Student perceptions of facilitators’ social congruence, use of

expertise and cognitive congruence in problem-based learning. Instructional Science 42(5):795-815


  • There are currently no refbacks.

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.