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David Dickinson - One of the best experts on this subject based on the ideXlab platform.

  • Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide
    2020
    Co-Authors: Julia Anthoney, Mary Dickinson, Russ Lisk, Alistair Morey, Rachel Stead, Nadya Yakovchuk, Student Support, Kate Brady, Carol Clutton, David Dickinson
    Abstract:

    Executive Summary This report serves as a summary of the inaugural year's activity and impact, whilst also acting as an operational guide for subsequent years. STARS is a unique differentiated development pilot that aimed to identify the needs of, and offer support to, high achieving level 2 students at the University of Surrey. No comparable schemes in the UK and European literature could be identified. The STARS scheme targeted students entering level 2 who had achieved an average of over 70% in level 1 (n=502). Over 82% of the eligible students invited became affiliated with the scheme. Their needs were identified through a process of heuristic research. The data show that high achieving students have discernibly different needs. Subsequently, the multidisciplinary STARS team delivered bespoke developmental activities (covering perfectionism, resilience, team work and advanced communication skills) in response to this data. All of the students who participated in the evaluation process wanted STARS to continue in 2013 and 98% of students thought it was important that the University continues to recognise and support its high-achievers. Students reported improvements in motivation, development in academic and non-academic competencies and increased academic self-efficacy from participating in STARS. In addition to the short-term reported impact, the scheme may also affect longer term aspirations. In November 2011, at the beginning of the scheme, 25% of the students reported they were considering PGT study; by the end of the academic session, this had risen to 69%. The scheme therefore represents a potentially potent set of simple interventions which may have the effect of increasing both aspiration and also possibly loyalty to the institution which has recognised them individually and invested in them personally. Further research would of course be valuable to examine the extent of correlation and any possible causative relationship; as well as whether the intentions translated into actions in the students' futures, and the proportion of those who remained with their UG institution. There are clear advantages to the institution to be gained by continuing to support this high achieving population throughout their level 2 and 3 experience. Mary Dickinson July 2012 STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide Rationale STARS, a differentiated development initiative, originated from a commitment to improve inclusivity of provision; ensuring that the University offers quality support for all students. Developing exceptional students is in every institution's interest, as "the attitudes and accomplishments of the most talented students help to improve an institution's academic atmosphere and differentiate a university from its peer institutions" (Rinn and Plucker, 2004: p.54). Historically in terms of 'additional' (co-curricular) academic provision there has been a tendency to concentrate on students who are under-performing. However, a differentiated learning pilot argued that bright students "should have equal entitlement to be developed to his or her full potential" (Assinder, 2007, p4). Therefore, STARS was an attempt to address these needs, and thereby contribute to the University's drive to increase the proportion of 'Good' degrees. The University believes its focus on "personal development and professional attitude" (University of Surrey, 2012, p. 20) is one core reason for its excellent graduate employability. In addition to the professional training year that many undergraduate students complete, skills development is embedded within the academic programmes. Professional and personal development planning is featured across the curriculum and the University has provided specific skills development opportunities for all students since 2007 in SPLASH: the "Student Personal Learning and Study Hub". The University Strategy 2007-2017 identifies, as a key strategic challenge for the institution the need to: 'Improve the student experience in both the quality of learning and teaching and the non-academic student experience'. Level 2 students were selected for two reasons. Firstly, the UK first year and final year experience have been well researched in recent years (e.g. The hypothesis of this project was that high-achieving students will respond positively to improvements in the affective aspect of their learning experience www.surrey.ac.uk/library/splash 4 STARS Inaugural Report and Operational Guide Method STARS targeted students entering level 2 who had achieved an average of over 70% at level 1 (n=502). A virtual tutorial outlining the STARS objectives was distributed to all eligible students, along with joining instructions. To join the scheme students needed to register with the STARS virtual community, hosted on the social networking platform Ning 1 . Research suggests that when students feel they have shared experiences that social networking can be valuable. Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for in their immediate educational environment…students will invest time and energy in building relationships around shared interests and knowledge communities (Selwyn, 2008, p.20). The forum created a virtual "place" where STARS students could feel a sense of "belonging" (Salmon, 2002, p.26) to the new group. The forum allowed collaboration and interaction which was encouraged using activities and prompt questions by the Moderators. It also acted as a point of provision for learning development materials and self-help study guides, as well as acting as a conduit to all the generic study skills materials currently offered. Clarke confirms that such e-content creates opportunities for formal and informal learning via peer support (Clarke, 2004 pp.6-17), highlighting the engagement that occurs between staff, as well as between peers and resources. Ning has a very intuitive interface, and as it is similar to Facebook it was easily used by most students. It also links well with other common resources/formats (YouTube, Flickr etc). It allows Good Moderator control, but allows students space for creativity. Essentially, Ning had all of the functionality needed for the STARS programme: blogs, forums, groups, email, and event management. Over 400 students of the 502 who were eligible chose to sign up to Ning. The STARS Team A review of the literature (summarised in In anticipation of multi-disciplinary input being required (as per US data) the core team comprised of learning development specialists from SPLASH, working in an integrated way with experienced counselling staff (from Student Services). In addition to the initial team, the following were also consulted and were involved in design and delivery;

Julia Anthoney - One of the best experts on this subject based on the ideXlab platform.

  • Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide
    2020
    Co-Authors: Julia Anthoney, Mary Dickinson, Russ Lisk, Alistair Morey, Rachel Stead, Nadya Yakovchuk, Student Support, Kate Brady, Carol Clutton, David Dickinson
    Abstract:

    Executive Summary This report serves as a summary of the inaugural year's activity and impact, whilst also acting as an operational guide for subsequent years. STARS is a unique differentiated development pilot that aimed to identify the needs of, and offer support to, high achieving level 2 students at the University of Surrey. No comparable schemes in the UK and European literature could be identified. The STARS scheme targeted students entering level 2 who had achieved an average of over 70% in level 1 (n=502). Over 82% of the eligible students invited became affiliated with the scheme. Their needs were identified through a process of heuristic research. The data show that high achieving students have discernibly different needs. Subsequently, the multidisciplinary STARS team delivered bespoke developmental activities (covering perfectionism, resilience, team work and advanced communication skills) in response to this data. All of the students who participated in the evaluation process wanted STARS to continue in 2013 and 98% of students thought it was important that the University continues to recognise and support its high-achievers. Students reported improvements in motivation, development in academic and non-academic competencies and increased academic self-efficacy from participating in STARS. In addition to the short-term reported impact, the scheme may also affect longer term aspirations. In November 2011, at the beginning of the scheme, 25% of the students reported they were considering PGT study; by the end of the academic session, this had risen to 69%. The scheme therefore represents a potentially potent set of simple interventions which may have the effect of increasing both aspiration and also possibly loyalty to the institution which has recognised them individually and invested in them personally. Further research would of course be valuable to examine the extent of correlation and any possible causative relationship; as well as whether the intentions translated into actions in the students' futures, and the proportion of those who remained with their UG institution. There are clear advantages to the institution to be gained by continuing to support this high achieving population throughout their level 2 and 3 experience. Mary Dickinson July 2012 STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide Rationale STARS, a differentiated development initiative, originated from a commitment to improve inclusivity of provision; ensuring that the University offers quality support for all students. Developing exceptional students is in every institution's interest, as "the attitudes and accomplishments of the most talented students help to improve an institution's academic atmosphere and differentiate a university from its peer institutions" (Rinn and Plucker, 2004: p.54). Historically in terms of 'additional' (co-curricular) academic provision there has been a tendency to concentrate on students who are under-performing. However, a differentiated learning pilot argued that bright students "should have equal entitlement to be developed to his or her full potential" (Assinder, 2007, p4). Therefore, STARS was an attempt to address these needs, and thereby contribute to the University's drive to increase the proportion of 'Good' degrees. The University believes its focus on "personal development and professional attitude" (University of Surrey, 2012, p. 20) is one core reason for its excellent graduate employability. In addition to the professional training year that many undergraduate students complete, skills development is embedded within the academic programmes. Professional and personal development planning is featured across the curriculum and the University has provided specific skills development opportunities for all students since 2007 in SPLASH: the "Student Personal Learning and Study Hub". The University Strategy 2007-2017 identifies, as a key strategic challenge for the institution the need to: 'Improve the student experience in both the quality of learning and teaching and the non-academic student experience'. Level 2 students were selected for two reasons. Firstly, the UK first year and final year experience have been well researched in recent years (e.g. The hypothesis of this project was that high-achieving students will respond positively to improvements in the affective aspect of their learning experience www.surrey.ac.uk/library/splash 4 STARS Inaugural Report and Operational Guide Method STARS targeted students entering level 2 who had achieved an average of over 70% at level 1 (n=502). A virtual tutorial outlining the STARS objectives was distributed to all eligible students, along with joining instructions. To join the scheme students needed to register with the STARS virtual community, hosted on the social networking platform Ning 1 . Research suggests that when students feel they have shared experiences that social networking can be valuable. Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for in their immediate educational environment…students will invest time and energy in building relationships around shared interests and knowledge communities (Selwyn, 2008, p.20). The forum created a virtual "place" where STARS students could feel a sense of "belonging" (Salmon, 2002, p.26) to the new group. The forum allowed collaboration and interaction which was encouraged using activities and prompt questions by the Moderators. It also acted as a point of provision for learning development materials and self-help study guides, as well as acting as a conduit to all the generic study skills materials currently offered. Clarke confirms that such e-content creates opportunities for formal and informal learning via peer support (Clarke, 2004 pp.6-17), highlighting the engagement that occurs between staff, as well as between peers and resources. Ning has a very intuitive interface, and as it is similar to Facebook it was easily used by most students. It also links well with other common resources/formats (YouTube, Flickr etc). It allows Good Moderator control, but allows students space for creativity. Essentially, Ning had all of the functionality needed for the STARS programme: blogs, forums, groups, email, and event management. Over 400 students of the 502 who were eligible chose to sign up to Ning. The STARS Team A review of the literature (summarised in In anticipation of multi-disciplinary input being required (as per US data) the core team comprised of learning development specialists from SPLASH, working in an integrated way with experienced counselling staff (from Student Services). In addition to the initial team, the following were also consulted and were involved in design and delivery;

Mary Dickinson - One of the best experts on this subject based on the ideXlab platform.

  • Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide
    2020
    Co-Authors: Julia Anthoney, Mary Dickinson, Russ Lisk, Alistair Morey, Rachel Stead, Nadya Yakovchuk, Student Support, Kate Brady, Carol Clutton, David Dickinson
    Abstract:

    Executive Summary This report serves as a summary of the inaugural year's activity and impact, whilst also acting as an operational guide for subsequent years. STARS is a unique differentiated development pilot that aimed to identify the needs of, and offer support to, high achieving level 2 students at the University of Surrey. No comparable schemes in the UK and European literature could be identified. The STARS scheme targeted students entering level 2 who had achieved an average of over 70% in level 1 (n=502). Over 82% of the eligible students invited became affiliated with the scheme. Their needs were identified through a process of heuristic research. The data show that high achieving students have discernibly different needs. Subsequently, the multidisciplinary STARS team delivered bespoke developmental activities (covering perfectionism, resilience, team work and advanced communication skills) in response to this data. All of the students who participated in the evaluation process wanted STARS to continue in 2013 and 98% of students thought it was important that the University continues to recognise and support its high-achievers. Students reported improvements in motivation, development in academic and non-academic competencies and increased academic self-efficacy from participating in STARS. In addition to the short-term reported impact, the scheme may also affect longer term aspirations. In November 2011, at the beginning of the scheme, 25% of the students reported they were considering PGT study; by the end of the academic session, this had risen to 69%. The scheme therefore represents a potentially potent set of simple interventions which may have the effect of increasing both aspiration and also possibly loyalty to the institution which has recognised them individually and invested in them personally. Further research would of course be valuable to examine the extent of correlation and any possible causative relationship; as well as whether the intentions translated into actions in the students' futures, and the proportion of those who remained with their UG institution. There are clear advantages to the institution to be gained by continuing to support this high achieving population throughout their level 2 and 3 experience. Mary Dickinson July 2012 STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide Rationale STARS, a differentiated development initiative, originated from a commitment to improve inclusivity of provision; ensuring that the University offers quality support for all students. Developing exceptional students is in every institution's interest, as "the attitudes and accomplishments of the most talented students help to improve an institution's academic atmosphere and differentiate a university from its peer institutions" (Rinn and Plucker, 2004: p.54). Historically in terms of 'additional' (co-curricular) academic provision there has been a tendency to concentrate on students who are under-performing. However, a differentiated learning pilot argued that bright students "should have equal entitlement to be developed to his or her full potential" (Assinder, 2007, p4). Therefore, STARS was an attempt to address these needs, and thereby contribute to the University's drive to increase the proportion of 'Good' degrees. The University believes its focus on "personal development and professional attitude" (University of Surrey, 2012, p. 20) is one core reason for its excellent graduate employability. In addition to the professional training year that many undergraduate students complete, skills development is embedded within the academic programmes. Professional and personal development planning is featured across the curriculum and the University has provided specific skills development opportunities for all students since 2007 in SPLASH: the "Student Personal Learning and Study Hub". The University Strategy 2007-2017 identifies, as a key strategic challenge for the institution the need to: 'Improve the student experience in both the quality of learning and teaching and the non-academic student experience'. Level 2 students were selected for two reasons. Firstly, the UK first year and final year experience have been well researched in recent years (e.g. The hypothesis of this project was that high-achieving students will respond positively to improvements in the affective aspect of their learning experience www.surrey.ac.uk/library/splash 4 STARS Inaugural Report and Operational Guide Method STARS targeted students entering level 2 who had achieved an average of over 70% at level 1 (n=502). A virtual tutorial outlining the STARS objectives was distributed to all eligible students, along with joining instructions. To join the scheme students needed to register with the STARS virtual community, hosted on the social networking platform Ning 1 . Research suggests that when students feel they have shared experiences that social networking can be valuable. Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for in their immediate educational environment…students will invest time and energy in building relationships around shared interests and knowledge communities (Selwyn, 2008, p.20). The forum created a virtual "place" where STARS students could feel a sense of "belonging" (Salmon, 2002, p.26) to the new group. The forum allowed collaboration and interaction which was encouraged using activities and prompt questions by the Moderators. It also acted as a point of provision for learning development materials and self-help study guides, as well as acting as a conduit to all the generic study skills materials currently offered. Clarke confirms that such e-content creates opportunities for formal and informal learning via peer support (Clarke, 2004 pp.6-17), highlighting the engagement that occurs between staff, as well as between peers and resources. Ning has a very intuitive interface, and as it is similar to Facebook it was easily used by most students. It also links well with other common resources/formats (YouTube, Flickr etc). It allows Good Moderator control, but allows students space for creativity. Essentially, Ning had all of the functionality needed for the STARS programme: blogs, forums, groups, email, and event management. Over 400 students of the 502 who were eligible chose to sign up to Ning. The STARS Team A review of the literature (summarised in In anticipation of multi-disciplinary input being required (as per US data) the core team comprised of learning development specialists from SPLASH, working in an integrated way with experienced counselling staff (from Student Services). In addition to the initial team, the following were also consulted and were involved in design and delivery;

Russ Lisk - One of the best experts on this subject based on the ideXlab platform.

  • Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide
    2020
    Co-Authors: Julia Anthoney, Mary Dickinson, Russ Lisk, Alistair Morey, Rachel Stead, Nadya Yakovchuk, Student Support, Kate Brady, Carol Clutton, David Dickinson
    Abstract:

    Executive Summary This report serves as a summary of the inaugural year's activity and impact, whilst also acting as an operational guide for subsequent years. STARS is a unique differentiated development pilot that aimed to identify the needs of, and offer support to, high achieving level 2 students at the University of Surrey. No comparable schemes in the UK and European literature could be identified. The STARS scheme targeted students entering level 2 who had achieved an average of over 70% in level 1 (n=502). Over 82% of the eligible students invited became affiliated with the scheme. Their needs were identified through a process of heuristic research. The data show that high achieving students have discernibly different needs. Subsequently, the multidisciplinary STARS team delivered bespoke developmental activities (covering perfectionism, resilience, team work and advanced communication skills) in response to this data. All of the students who participated in the evaluation process wanted STARS to continue in 2013 and 98% of students thought it was important that the University continues to recognise and support its high-achievers. Students reported improvements in motivation, development in academic and non-academic competencies and increased academic self-efficacy from participating in STARS. In addition to the short-term reported impact, the scheme may also affect longer term aspirations. In November 2011, at the beginning of the scheme, 25% of the students reported they were considering PGT study; by the end of the academic session, this had risen to 69%. The scheme therefore represents a potentially potent set of simple interventions which may have the effect of increasing both aspiration and also possibly loyalty to the institution which has recognised them individually and invested in them personally. Further research would of course be valuable to examine the extent of correlation and any possible causative relationship; as well as whether the intentions translated into actions in the students' futures, and the proportion of those who remained with their UG institution. There are clear advantages to the institution to be gained by continuing to support this high achieving population throughout their level 2 and 3 experience. Mary Dickinson July 2012 STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide Rationale STARS, a differentiated development initiative, originated from a commitment to improve inclusivity of provision; ensuring that the University offers quality support for all students. Developing exceptional students is in every institution's interest, as "the attitudes and accomplishments of the most talented students help to improve an institution's academic atmosphere and differentiate a university from its peer institutions" (Rinn and Plucker, 2004: p.54). Historically in terms of 'additional' (co-curricular) academic provision there has been a tendency to concentrate on students who are under-performing. However, a differentiated learning pilot argued that bright students "should have equal entitlement to be developed to his or her full potential" (Assinder, 2007, p4). Therefore, STARS was an attempt to address these needs, and thereby contribute to the University's drive to increase the proportion of 'Good' degrees. The University believes its focus on "personal development and professional attitude" (University of Surrey, 2012, p. 20) is one core reason for its excellent graduate employability. In addition to the professional training year that many undergraduate students complete, skills development is embedded within the academic programmes. Professional and personal development planning is featured across the curriculum and the University has provided specific skills development opportunities for all students since 2007 in SPLASH: the "Student Personal Learning and Study Hub". The University Strategy 2007-2017 identifies, as a key strategic challenge for the institution the need to: 'Improve the student experience in both the quality of learning and teaching and the non-academic student experience'. Level 2 students were selected for two reasons. Firstly, the UK first year and final year experience have been well researched in recent years (e.g. The hypothesis of this project was that high-achieving students will respond positively to improvements in the affective aspect of their learning experience www.surrey.ac.uk/library/splash 4 STARS Inaugural Report and Operational Guide Method STARS targeted students entering level 2 who had achieved an average of over 70% at level 1 (n=502). A virtual tutorial outlining the STARS objectives was distributed to all eligible students, along with joining instructions. To join the scheme students needed to register with the STARS virtual community, hosted on the social networking platform Ning 1 . Research suggests that when students feel they have shared experiences that social networking can be valuable. Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for in their immediate educational environment…students will invest time and energy in building relationships around shared interests and knowledge communities (Selwyn, 2008, p.20). The forum created a virtual "place" where STARS students could feel a sense of "belonging" (Salmon, 2002, p.26) to the new group. The forum allowed collaboration and interaction which was encouraged using activities and prompt questions by the Moderators. It also acted as a point of provision for learning development materials and self-help study guides, as well as acting as a conduit to all the generic study skills materials currently offered. Clarke confirms that such e-content creates opportunities for formal and informal learning via peer support (Clarke, 2004 pp.6-17), highlighting the engagement that occurs between staff, as well as between peers and resources. Ning has a very intuitive interface, and as it is similar to Facebook it was easily used by most students. It also links well with other common resources/formats (YouTube, Flickr etc). It allows Good Moderator control, but allows students space for creativity. Essentially, Ning had all of the functionality needed for the STARS programme: blogs, forums, groups, email, and event management. Over 400 students of the 502 who were eligible chose to sign up to Ning. The STARS Team A review of the literature (summarised in In anticipation of multi-disciplinary input being required (as per US data) the core team comprised of learning development specialists from SPLASH, working in an integrated way with experienced counselling staff (from Student Services). In addition to the initial team, the following were also consulted and were involved in design and delivery;

Alistair Morey - One of the best experts on this subject based on the ideXlab platform.

  • Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide
    2020
    Co-Authors: Julia Anthoney, Mary Dickinson, Russ Lisk, Alistair Morey, Rachel Stead, Nadya Yakovchuk, Student Support, Kate Brady, Carol Clutton, David Dickinson
    Abstract:

    Executive Summary This report serves as a summary of the inaugural year's activity and impact, whilst also acting as an operational guide for subsequent years. STARS is a unique differentiated development pilot that aimed to identify the needs of, and offer support to, high achieving level 2 students at the University of Surrey. No comparable schemes in the UK and European literature could be identified. The STARS scheme targeted students entering level 2 who had achieved an average of over 70% in level 1 (n=502). Over 82% of the eligible students invited became affiliated with the scheme. Their needs were identified through a process of heuristic research. The data show that high achieving students have discernibly different needs. Subsequently, the multidisciplinary STARS team delivered bespoke developmental activities (covering perfectionism, resilience, team work and advanced communication skills) in response to this data. All of the students who participated in the evaluation process wanted STARS to continue in 2013 and 98% of students thought it was important that the University continues to recognise and support its high-achievers. Students reported improvements in motivation, development in academic and non-academic competencies and increased academic self-efficacy from participating in STARS. In addition to the short-term reported impact, the scheme may also affect longer term aspirations. In November 2011, at the beginning of the scheme, 25% of the students reported they were considering PGT study; by the end of the academic session, this had risen to 69%. The scheme therefore represents a potentially potent set of simple interventions which may have the effect of increasing both aspiration and also possibly loyalty to the institution which has recognised them individually and invested in them personally. Further research would of course be valuable to examine the extent of correlation and any possible causative relationship; as well as whether the intentions translated into actions in the students' futures, and the proportion of those who remained with their UG institution. There are clear advantages to the institution to be gained by continuing to support this high achieving population throughout their level 2 and 3 experience. Mary Dickinson July 2012 STARS Inaugural Report and Operational Guide STARS Inaugural Report and Operational Guide Rationale STARS, a differentiated development initiative, originated from a commitment to improve inclusivity of provision; ensuring that the University offers quality support for all students. Developing exceptional students is in every institution's interest, as "the attitudes and accomplishments of the most talented students help to improve an institution's academic atmosphere and differentiate a university from its peer institutions" (Rinn and Plucker, 2004: p.54). Historically in terms of 'additional' (co-curricular) academic provision there has been a tendency to concentrate on students who are under-performing. However, a differentiated learning pilot argued that bright students "should have equal entitlement to be developed to his or her full potential" (Assinder, 2007, p4). Therefore, STARS was an attempt to address these needs, and thereby contribute to the University's drive to increase the proportion of 'Good' degrees. The University believes its focus on "personal development and professional attitude" (University of Surrey, 2012, p. 20) is one core reason for its excellent graduate employability. In addition to the professional training year that many undergraduate students complete, skills development is embedded within the academic programmes. Professional and personal development planning is featured across the curriculum and the University has provided specific skills development opportunities for all students since 2007 in SPLASH: the "Student Personal Learning and Study Hub". The University Strategy 2007-2017 identifies, as a key strategic challenge for the institution the need to: 'Improve the student experience in both the quality of learning and teaching and the non-academic student experience'. Level 2 students were selected for two reasons. Firstly, the UK first year and final year experience have been well researched in recent years (e.g. The hypothesis of this project was that high-achieving students will respond positively to improvements in the affective aspect of their learning experience www.surrey.ac.uk/library/splash 4 STARS Inaugural Report and Operational Guide Method STARS targeted students entering level 2 who had achieved an average of over 70% at level 1 (n=502). A virtual tutorial outlining the STARS objectives was distributed to all eligible students, along with joining instructions. To join the scheme students needed to register with the STARS virtual community, hosted on the social networking platform Ning 1 . Research suggests that when students feel they have shared experiences that social networking can be valuable. Social networking services may also benefit learners by allowing them to enter new networks of collaborative learning, often based on interests and affinities not catered for in their immediate educational environment…students will invest time and energy in building relationships around shared interests and knowledge communities (Selwyn, 2008, p.20). The forum created a virtual "place" where STARS students could feel a sense of "belonging" (Salmon, 2002, p.26) to the new group. The forum allowed collaboration and interaction which was encouraged using activities and prompt questions by the Moderators. It also acted as a point of provision for learning development materials and self-help study guides, as well as acting as a conduit to all the generic study skills materials currently offered. Clarke confirms that such e-content creates opportunities for formal and informal learning via peer support (Clarke, 2004 pp.6-17), highlighting the engagement that occurs between staff, as well as between peers and resources. Ning has a very intuitive interface, and as it is similar to Facebook it was easily used by most students. It also links well with other common resources/formats (YouTube, Flickr etc). It allows Good Moderator control, but allows students space for creativity. Essentially, Ning had all of the functionality needed for the STARS programme: blogs, forums, groups, email, and event management. Over 400 students of the 502 who were eligible chose to sign up to Ning. The STARS Team A review of the literature (summarised in In anticipation of multi-disciplinary input being required (as per US data) the core team comprised of learning development specialists from SPLASH, working in an integrated way with experienced counselling staff (from Student Services). In addition to the initial team, the following were also consulted and were involved in design and delivery;