Julia Dawson and Carolyn Gentle

1. Plymouth’s Peer Assisted Learning Scheme (PALS@Plymouth) Feeding Forward from Research Julia Dawson and Carolyn Gentle

2. Background to PALS@Plymouth 2011/12 pilot scheme - four Schools 43 PALS leaders 431 student cohort 218 students (51%) attended 2012/13 - nine Schools 108 PALS leaders 1,250 student cohort Projected for 2013/14 - eighteen Schools 186 PALS leaders 2,010 student cohort

3. Research and Evaluation • The Pilot study methods • Questionnaires to: • leaders (47% response rate) • students attendees (21% response rate) • non-attendees (11% response rate) • Student focus group • Interviews (4 interviews with five academics) • Learning Development team written reflections • We are currently in the process of gathering data from this years PALS cohort.

4. Results • High degree of success • 40% of leaders enjoyed & 35% really enjoyed PALS • 49% of students enjoyed & 29% really enjoyed PALS • The PALS sessions were clearly perceived as a safe, • friendly, relaxed and informal environment where • students could “express [their] worries and concerns • about the lecturers, lectures and the workload” Student • They appreciated the opportunity to ask “questions which [they] feel unable to ask in lectures” Student • 'What the Students Say'

5. Recognising the real value of PALS “PALS opened the opportunity to become part of something/ part of a group, [which] is very important for university life and study itself” Student Leaders “had just been through what we were about to experience, giving a direct insight of what was to come” Student It is a really good way of getting to know other people on the course, which is difficult in lectures. Student

6. Attendance was perceived to be the biggest issue “They really struggled with having people actually go” Academic “Having more students would have been beneficial” Leader “there was a poor turnout, often only 4-5 students each week” Student

7. reasons for non attendance “Timetabling was absolutely, emphatically the biggest problem” Academic “reminding them that the sessions [were] voluntary” might have contributed to a lower attendance “as they may be less bothered to turn up” Leader “Due to the amount of work and reading, I felt using the hour was better spent working on assignments ” Non attending student

8. Lack of understanding • Students • “don't know what it [PALS] is” Student • “do not understand what we do” Student • “may not realise the value or potential of the PALs sessions” Leader • “Had friends in their last year already, so nothing novel was really offered with the scheme” Non attending student • “Didn't understand what it was - even if came to first session as it was mainly introducing each other etc., no academically relevant activities” Leader

10. Students told us … … they solve learning problems through informal peer networks … the first PALS session is important as it sets the tone (attendance could be compulsory) … PALS needs to be communicated well if students are going to use it … many people think PALS is remedial – this needs to change … drop in and session choice might be attractive “Some sort of refreshments - teas/coffees or nibbles”

11. Thank you