The purpose of this study was to evaluate the effectiveness of a peer-assisted study session (PASS) program for a large class of Bachelor of Health Science (Paramedic) students. This cohort was made up predominantly of mature aged students who have not undertaken any study for many years. Within a bioscience first-year core subject, student mentees attended PASS sessions on a voluntary basis, with second-year Bachelor of Health Science (Paramedic) students acting as mentors. Mentors were recruited based on their outstanding academic performance in bioscience the previous year and selected based on group and individual interviews. Successful candidates participated in a compulsory 2 days of student mentor training and were supported throughout the program to develop their mentoring skills in both face-to-face workshops and online. Mentee students were allocated to a PASS session with a maximum size of 25 students/group that was facilitated by 2 student mentors. In general, the program was viewed favorably by both mentors and mentees. There was an increase in academic performance and a decrease in the fail rate of the mentee group compared with the cohort of students that did not participate in the PASS program. Importantly, mentees believed that the program improved their study skills and gave them confidence in their approach to studying. This is a significant consideration for the improvement of student transition and retention in a mature aged student cohort.

This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning’ (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.

(perchloride of mercury and other substances), but I am convinced, as is also Dr. Cobbold, that this is a mere delusion ; because it is not po3sible to reach and kill with these injections the wormis which live prinicipally in the different branches of the portal system. The natural course of h.niaturia is not continuous ; the cessation of it for somile time is not cure; and it is not possible to obtain really a cure without getting rid of the worms fiom the organism. I do not say that it is impossible that we may find a substance that, introduced iInto the blood, may kill the worm witlhout endangering the life of the host ; yet I enitertaini the belief, expressed long ago, that the worms circulating with the blood, when dead, may prove more dangerous than when alive, as thev may become more easily the point of formation of clots and embolismns. But, apart from this, no substance can be of avail if it be not absorbed and diffused through the blood ; anid that very probably is not the case with substances introduced through the uriniary bladlder.Whoever has seen the pos, mortem alterations often produced in the walls of the bladder by the dispersion of the ova in their tissues, cannot believe in the usefulness of miiedicated injections to cure them.

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This chapter explores the human element in the learning space through the notion that once a learning space is inhabited, it becomes a learning place of agency, purpose and community involving both staff and students. The School of Languages and Learning at Victoria University in Melbourne has initiated a multifaceted peer learning support strategy, ‘Students Supporting Student Learning' (SSSL), involving the deployment of student peer mentors into various physical and virtual learning spaces. The chapter discusses the dynamics of peer learning across these learning space settings and the challenges involved in instituting the shift from teacher- to learning-centred pedagogies within such spaces. Both physical and virtual dimensions are considered, with the SNAPVU Platform introduced as a strategy for facilitating virtual learning communities of practice in which staff, mentors, and students will be able to engage in mutual learning support. The chapter concludes with calls for the explicit inclusion of peer learning in the operational design of learning spaces.