A student-led support program is transforming the first-year learning experience for students in Media and Communication Studies - both in and out of the classroom.
Upper-year students in the Faculty of Media and Information Studies (FIMS), all trained as learning coaches, designed and delivered weekly study sessions for first-year students over 10 weeks of the winter term. It's a program called Student Learning Groups (SLG) that embeds learning strategies into a first-year media, information and technoculture (MIT) course.
"The study sessions were unlike anything I've ever done before," said Zaria Lewis-Dacres, a first-year FIMS student.
"Guidance from super friendly coaches in an open-ended and experiential learning environment made a huge difference. They shared a lot of helpful tips that I wouldn't have known otherwise."
The sessions covered skills from time management, project planning and lecture note-taking, to critical analysis, academic writing and preparing for open-book exams. The role of SLG coaches isn't to grade or evaluate students, but to impart strategies that helped them succeed in the same MIT course.
All coaches passed the class with a grade of at least 80 per cent, the minimum to apply as a prospective coach. They also needed an overall average of at least 80 per cent, and ideally, some leadership experience. Successful applicants were trained in session delivery, teaching, coaching and communication systems.
"The peer coaches were so creative in coming up with their own interactive activities to help students understand the lessons," said Wendy Latimer, a learning specialist in Western's Student Experience department.
"One group used acceptance speeches at the Oscars to teach presentation skills, while another created bad PowerPoint slides and had students fix them. They also played games like Two Truths and a Lie' to develop students' ability to draw accurate conclusions."
Learning coach Kayla Foisy, a third-year MIT student, said the activities helped pull in students who might otherwise stay on the sidelines.
"Early on, I learned how hard it is for some people to be the first to raise their hand, so breaking up the content with group activities and live engagement gamification tools was crucial."
Another SLG learning coach, second-year media and communication studies student Emilia Sferrazza, was pleasantly surprised by how eagerly students embraced the learning activities, and even contributed their own ideas.
"It was so cool to see the gears turning in their minds. The activities helped them shine academically while bringing out their personalities. No one sat in silence for 50 minutes."
Academic support builds sense of community
A grant from the Parr family helped launch SLG as a pilot last year with six learning coaches. The FIMS Undergraduate Student Fund now pays for the program, including contracting the peer coaches for five hours a week. This year, SLG attracted 40 applicants for nine coaching positions.
"These students really rose to the challenge with enthusiasm and energy for the tasks," said Latimer. "We were so impressed with their dedication. We received very positive feedback on the experience they delivered to the younger students."
Beyond developing learning skills, the sessions also addressed the needs of both domestic and international students for interpersonal connection with their peers.
"We found a lot of first-year students were struggling with finding friends after the pandemic, especially if they missed the O-week experience," said Tom Wrobel, an academic advisor in FIMS. "So the idea was to build a community of students where everyone feels they belong and are supported."
Foisy said her experience as a learning coach made her realize the social aspect is the most important part of the SLG sessions.
"Whether the students were confused by the study material or putting the pieces together, being able to do it with the support of people in their own class - hearing their worries and hearing the results - is a huge benefit."
Lewis-Dacres said she noticed the benefits beyond academic success.
"I went with one of my floormates every week, and it really brought us closer," Lewis-Dacres said. "The evening sessions had a more intimate vibe, which made it easier to connect with others."
Student Learning Groups a unique Western program
The SLG program has grown rapidly. The first year drew 444 participants. That swelled to 1,251 students attending across 10 weeks in 2025, with the number of weekly sessions increasing from two to three.
While peer learning is a staple in STEM programs through the Peer Assisted Learning Centre at Western, the FIMS approach fills a gap for students in interdisciplinary programs, especially those navigating essay-heavy courses.
"What we're doing in FIMS is unique," Latimer said. "The coaches deliver sessions that follow course content and are matched to the specific learning skills required for success."
Feedback from follow-up surveys showed 89 per cent of participants would recommend SLG to their friends, and 76 per cent learned a skill they could use in future courses.
Lewis-Dacres said the sessions were especially helpful for learning how to manage time by breaking assignments into daily tasks ahead of a deadline.
"As someone who struggles with procrastination, I found it really useful for getting started and staying on track. It made assignments feel less overwhelming and more doable."
Peer coaches also benefited from the skills learned through teaching and working with their peers to develop effective learning strategies.
"This incredible opportunity taught me how to problem-solve in group settings," Sferrazza said.
"My group members and I were challenged to consider different approaches for creating lessons that could resonate with first-year students of all learning styles. This skill will benefit me in any future work requiring creativity, adaptability and teamwork."
