Good Practice in Undergraduate Peer Support ( MSOR funded Project)

1. Good Practice in Undergraduate Peer Support (MSOR funded Project) Dr Stephen Kane School of Physics, Astronomy & Mathematics University of Hertfordshire Dr IndraSinka Faculty of Education and Language Studies Open University http://www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d

2. Overview • Project outline • Current practices • Peer support guide • Visits to date • Survey • Next Steps

3. Project outline • From work undertaken by MSOR and Sigma it has become apparent that students studying for mathematics degrees need more support beyond that available for the transition from school to undergraduate studies. Evidence suggests that peer support mechanisms can help progression and both motivate and encourage students with their studies. • To help develop this approach, the MSOR has commissioned the development of a Good Practice Guide for Undergraduate Peer Support for level 2 mathematics students and above. • The guide will consider • current practices used in HE and the challenges and constraints • of implementing such mechanisms. • the nature of support either face to face or by e-support. • The preparation of the guide will involve carrying out a survey of current practices within UK HEIs and CETLs. • The guide will also be informed by conferences, seminars and workshops such as today’s.

4. Literature Review • Peer support practice pioneered in the United states • Basic Supplemental Instruction (SI) Model, developed at the • University of Missourri, in 1973 “to stem the tide of health-science • school dropouts” , Arendale & McLaren • To encourage, motivate and support learning • Diverse settings • Diverse practice • Bidgood (2004): • pastoral • in tutorials or other class environments • as peers in peer-assisted learning • in group work and peer assessment. • Croft, Solomon and Bright (2007), “many students value, first and foremost, the support of their peers” • Individual HEIs have adapted the SI Model to suit their own institution’s requirements.

5. Good practice Williams, J., Proceedings of British Society for research into learning mathematics 23(3), 2003 Bidgood, P., MSOR Connections Feb 2004 Vol 4 No 1

6. Example of good practice (1) University College Falmouth Leicester University

7. Example of good practice (2) West & Mid Wales Widening Access Partnership

8. Example of good practice (3) London Met

9. Peer support guide • Relating theory to practice • Why peer support? Benefits? • The student experience • Good practice • Nature of support • Challenges & constraints • Implementation procedures • Special needs • Equality & diversity • Support of academic staff • Monitoring & evaluation • Added value

10. Technology for peer support • E.g. Software such as Elluminate which is • Web-based audio-video conferencing software • Multi-user synchronous speaking tool • Created for teaching online • Used for synchronous online tutorials • Strong potential use for peer support along with other • possible commercial packages.

11. Peer support survey (1) • Survey details • Live January – February 2009 • Online at SurveyMonkey: • www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d • Advertised to MSOR key contacts and through the publication Connections

12. Peer support survey (2) • Survey Focus • Current peer support in HEIs • Selection and training of Peer mentors/tutors • Academic staff involvement and engagement • Support process • Resources • Ethical issues and other challenges • Contact • Evaluation • Who benefits?

13. Results so far …(1) • Gaps identified: • Objectives • Guidance for academic staff • Dealing with ethical issues • Student progress as a result of support • Liaisons across disciplines and other HEI units • Feedback • Evaluation of whole process • Benefits to all concerned

14. Results so far … (2) • Good practice identified from the survey: • HEI encouragement for formal and informal peer • support • Student self help groups • Student to student contact • Diversity – wide range of students supported • Training • Helps improves students’ • mathematical skills • consolidation of knowledge • exam/assignment preparation

15. Results so far … (3) • Good practice identified from HEI visits: • Resources support • dedicated space • academic staff time • equipment. E.g. computers, software, books • marketing • Student input into the process • Training days • Support groups for student mentors/tutors • Good informal contact between students • Contact between mentors/tutors and academic staff • Keeping people on board

16. Work in progress • Step 1: Survey live • Step 2: Initial visits to • Loughborough • Sheffield Hallam • Bath • OU • Step 3: Further visits February/March • Step 4: Guide completed April • Step 5: Feedback on guide • Step 6: Dissemination of findings through workshop and • conferences.

17. References [1] Arendale, D., & McLaren, A. (1999). Supplemental Instruction: Variations on the basic model. In S. Lipsky (Ed.), Selected Proceedings of the 16th (1997) & 17th (1998) Annual Conferences of the Pennsylvania Association for Developmental Educators (PADE) pp. 40-44. Pittsburgh, PA: The Community College of Allegheny County. [2] Bidgood, P., (2004). Student mentoring and peer tutoring. MSOR ConnectionsVol 4 No 1 [3] Croft, T., Solomon, Y. & Bright, D. (2007). Developing academic support for mathematics undergraduates – the students’ views. Proceedings of CETL-MSOR Conference 2007 pp. 22-27.

18. And finally … Dr Stephen Kane s.j.kane@herts.ac.uk 01707 285982 School of Physics, Astronomy & Mathematics University of Hertfordshire Dr IndraSinka i.r.sinka@open.ac.uk 01908 858082 Faculty of Education and Language Studies Open University Please fill in the online survey.