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Peer Assisted Learning

Leeds University Business School Faculty of Mathematics and Physical Sciences. Peer Assisted Learning . Shelley Li & Helen Steer Student Support, LUBS Dr Samantha Pugh Student Education Enhancement Officer, MAPS. Today’s Session. Outline. What is PASS/PAL? PASS/PAL Leader role Benefits

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Peer Assisted Learning

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  1. Leeds University Business School Faculty of Mathematics and Physical Sciences Peer Assisted Learning • Shelley Li & Helen Steer • Student Support, LUBS • Dr Samantha Pugh • Student Education Enhancement Officer, MAPS

  2. Today’s Session Outline What is PASS/PAL? PASS/PAL Leader role Benefits ‘Mock’ session Feedback/Evaluation Making it work Reward and Recognition New Developments

  3. What is PASS/PAL? Peer Assisted Study Sessions/Learning • Pioneered in 1973 as SI (Supplemental Instruction) in the USA • Adapted for use in the UK in the early 1990’s • Adopted by University of Manchester in 1995; now recognised as UK National Centre for PASS • Higher level students helping 1st years to learn in facilitated study groups • Delivered via programmes ensuring transfer of knowledge • Leaders work in pairs to ≤15 students • Weekly 1 hour timetabled sessions

  4. Role of a PASS/PAL Leader • Lead activities to help learning • Develop understanding, not rote learning • Listen; be supportive • Signpost; pass on information and knowledge • Share experiences • Act as a role model • Build confidence in mentees • Not a tutor/lecturer!

  5. Benefits of using PASS/PAL Schemes • 1st year students Eases transition into University. Builds up confidence and self-esteem. This improves their ability to master course concepts and improve study skills; • Student mentors Develop a range of employability skills including group leadership and communication skills. Revisiting the course material also consolidates their own understanding; • Academic staff Involved in PAL/PASS (debriefs) so that they can receive regular timely feedback on how course content is being received by the learners and be able to respond in a timely manner; • the School From improved student performance and engagement across the ability range. Breaks down barriers between year groups to develop an effective and successful learning community.

  6. What PASS/PAL is NOT … • Tutoring • Counselling • Decision-making for others • Creating a dependency relationship • In PASS/PAL, all participants are responsible for the content with PASS Leaders ‘facilitating’ the process

  7. Mock PASS/PAL session • Imagine that you are in week 1, and this is one of your first lectures….. • Take notes! http://www.youtube.com/watch?v=pq9pMabHGSA&feature=related • Look at your notes – can you make sense of them? • What aspects do you need help with? • Go to your PASS/PAL session with these notes!

  8. Student feedback on PASS/PAL Evaluation – Semester 1 2011/12 • PASS attendance in semester 1 = 64% compared to 51% over semester 1 2010/11 • First year students attended on average 6.38 PASS sessions out of 10 possible sessions • Over 90% of students found them useful The best aspects of the scheme were:- • getting help with academic work/problems; • getting to know other students better; • having an informal/safe environment to ask questions.

  9. Mentee Comments: • “It is useful for me to improve my study skills” “More structure in the sessions -leaders should be able to give the answers” “Helpful exam revision tips and essay planning. Help adapting to uni life” “Sessions should be fortnightly”

  10. Mentor Feedback • Skills developed by mentors: • organisation • communication • presentation • patience • leadership The experience also deepened their own understanding of the discipline

  11. Bigger groups would be better so that the groups can be split to work on separate topics according to the students needs Bigger groups would be better so that the groups can be split to work on separate topics according to the students needs Mentor comments: “Helping first years when they are struggling with areas that I can remember finding difficult and improves my confidence and leadership skills” “Bigger groups would be better so that the groups can be split to work on separate topics according to the students needs” “Good fun getting to know more people. Feeling my confidence and leadership ability grow” “Have scheduled topics for each PASS session”

  12. Academic Staff Feedback: “I certainly agree that this is a good scheme; a number of my students have mentioned that they found this to be helpful. So thanks very much to everyone involved!” “the students seem better prepared for their tutorials than in previous years, and don’t seem to be asking many of the simpler questions.”

  13. Making it work • Ensure buy-in from staff • Timetable the sessions; make them compulsory • Thorough training of the mentors • A co-ordinator to evaluate delivery and run debriefs • Regular contact and support for mentors • Improve students’ expectations of what PASS/PAL delivers • Celebrate the success of the scheme and the mentors’ contribution…

  14. Reward and Recognition Awards ceremony Additional training Opportunity to attend conferences Sponsorship Goody bag PASS Leader logbook – skills proficiency

  15. New Developments • PASS intern • Use of social media - • www.twitter.com/PASSatLUBS • http://www.facebook.com/pages/PASSatLUBS/ • Dedicated VLE resource – debrief aid • Exchange Triangle – Manchester/Salford • PASS branding and fortnightly newsletter - PASSwords • PASSport • International Study Groups • Sponsorship – • PAL 2

  16. Thank you for your time Any questions?

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