Informal aspects of ‘becoming peer’ in undergraduate research: ‘still connected but going our separate ways’

This study is grounded in a research project, the CARITAS project (Collaborative Application of Research Into Tutoring for Autonomous Study), which ran in our university from 2007 to 2009. Tutors from a variety of programmes collaborated to review literature and to investigate both formal and informal support for students involved in ‘independent’ studies. Our approach to the research was particularly informed by Boud and Lee’s (20053. Boud , D. and Lee , A. 2005 . ‘Peer learning’ as pedagogic discourse for research education . Studies in Higher Education , 30 ( 5 ) : 501 – 516 . [Taylor & Francis Online], [Web of Science ®] View all references) notion of ‘becoming peer’, the idea that students (and tutors) need to learn about, and get involved in the culture of academic practices as well as the topics of academic discourse. This paper presents ideas which emerged from discussions held in focus groups with students undertaking undergraduate research projects. Analysis of themes in these discussions highlighted the character and significance of informal peer relationships. These relations played an important part in helping students to give and take care and support, to manage their tasks and to enjoy the challenges of self-directed study. We suggest that universities need to pay careful attention to creating and sustaining supportive conditions and pedagogic spaces in which such informal social relations can flourish. In thinking about academic success at university, proper recognition should be given to the significance of such informal learning relations among students