Supplemental instruction (SI)-variously known as peer-assisted learning, peer-assisted study sessions, and other names-is a type of academic support intervention popular in higher education. In SI sessions, a senior student facilitates peer learning between undergraduates studying a high-risk course. This article presents a systematic review of the literature between 2001 and 2010 regarding the effectiveness of SI. Twenty-nine studies met the inclusion criteria. Due to methodological heterogeneity and lack of consistency defining the SI treatment, qualitative synthesis methods were applied. For seven included studies, however, an effect size of SI participation on final grades was calculated, ranging from d = 0.29 to d = 0.60. The findings of the review are consistent with claims validated by the U.S. Department of Education in the 1990s that participation in SI is correlated with higher mean grades, lower failure and withdrawal rates, and higher retention and graduation rates.

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Increasingly, universities are involved in providing leadership development opportunities that support students' academic endeavours and their personal and professional development, including employability and citizenship skills. Leadership experiences are beneficial not only for students, but also for universities, the wider community, and future employers. To develop a greater understanding of students' perceived benefits of their involvement in peer leadership activities, a group of Australasian universities participated in a pilot survey based on the United States National Survey of Peer Leadership. Overall, the results suggest students believe they benefit from peer leadership experiences across a range of key outcomes areas, most prominently creative problem solving, appreciation of diversity, and a sense of belonging and contributing to the university community.

Due to the changing nature of learning and teaching in universities, there is a growing need for professional development for lecturers and tutors teaching in disciplines in the mathematical sciences. Mathematics teaching staff receive some training in learning and teaching but many of the courses running at university level are not tailored to the mathematical sciences. This article reports on a collaborative research project aimed at investigating the type of professional development that Australian tertiary mathematics teachers need and their preference for delivery modes. Effective teaching promotes effective learning in our students and discipline-specific professional development will enhance outcomes for teachers, students, and mathematics.

A Peer Learning Framework was proposed at the University of Tasmania (UTAS) to foster a coherent approach to peer learning programs and to guide the effective design and planning of new initiatives (Skalicky & Brown, 2009). A planning tool was constructed within a theoretical framework underpinned by a community of practice model (Lave & Wenger, 1991). The framework is examined through its application to a program which offers student-facilitated drop-in learning skills support. The framework's community of practice perspective on peer learning provided insights into the UTAS Student Learning Mentor program. A reflection on the usefulness of the Peer Learning Framework and on the process of application is presented. Questions to facilitate deeper consideration of design for peer learning are proposed for addition to the framework.