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Helping students find their voice

29 October 2008

Professor Mark Peel

History lecturer Mark Peel believes teachers have the capacity to transform people's lives.

He has been recognised by the Australian Learning and Teaching Council for his use of imaginative problem-solving tasks to engage students.

"Many students struggle to find a voice in traditional tutorial formats. A teacher's task -- and most important legacy -- is to help students develop this voice," Professor Peel said.

"In one of the largest units I teach, The American Civil War, all students take part in a role-play called The Convention, which is set after the outbreak of war in 1861.

"Each tutorial group represents a particular constituency, preparing and presenting a manifesto to the class. The class then negotiates in an attempt to find a way forward that doesn't involve escalation of the conflict.

"Over the years, the quality of the manifestos and visual presentations has been remarkable, with the careful research in contemporary sources often reflected in the research essays that students write later."

Professor Peel said the quality of student engagement was perhaps the most impressive.

"In the two weeks before The Convention each group uses an online discussion board to declare its interests and seek alliances," Professor Peel said.

"Students can only use concepts and words that would have been known to the people of the time and they must work effectively as a team in order to develop strategies and manage negotiations.

"The response to this activity has been overwhelmingly positive, both in terms of enhancing their understanding of the issues faced and building capacity for problem-based and collaborative learning.

"Just as important is the extent to which collaboration and role play develop the potential of particular students, some of whom struggle to find a voice in traditional tutorial formats. Having experienced success in these tasks, they are transformed."

Professor Peel was also recognised for his contribution to tackling the transition and welfare problems that can affect students, both at Monash and at other universities.

"Between 1997 and 2002 I interviewed Year 12 students and teachers from thirty schools across Victoria, and nearly one hundred students moving from school to university," Professor Peel said.

"This research helped identify the real issues behind student transition and also convinced academic staff of their role in student welfare and progress.

"It is particularly gratifying for this aspect of my work to be recognised, especially when it has impacted on the way that universities approach the issue of supporting students' academic progress and retention."

Professor Peel is Deputy Head at the School of Historical Studies in the Faculty of Arts.