Peer Assisted Study Sessions (Supplemental Instruction)

1. Peer Assisted Study Sessions(Supplemental Instruction) Marcia Ody: marcia.ody@manchester.ac.uk Students as Partners Senior Adviser, The University of Manchester Consultant, Centre for Excellence in Enquiry-Based Learning Independent Consultant

2. Outline • Students as Partners • Supplemental Instruction • PASS at the University of Manchester • why? • Aims & objectives • Case studies • PASS in action • Benefits • Coordination • Implementation practicalities

3. Students as Partners • Supporting transition into higher education • Developing the independent learner • Student initiative and student led project development • Students as Partners in Curriculum development and quality enhancement • Recognition and reward

4. Aims & Objectives of Peer Support • to enhance the quality, quantity and diversity of Student Learning within a Department • to involve students as partners in their learning experience • to provide further opportunity for the development of intellectual and professional competencies • to provide students with a supportive environment to assist the transition to Higher Education Two complimentary schemes of Peer Support operate at The University of Manchester. 1) PASS 2) Peer Mentoring …there is flexibility within both

5. Supplemental Instruction (SI) • Pioneered by Dr Deanna Martin, 1973 at UMKC • Establishment of International Centre for SI (http://www.umkc.edu/cad/si/) • Validated as an Exemplary Education program • Internationally renowned academic support & retention program • Over 1500 institutions in 29 countries have participated in SI training workshops • Training delivered by UMKC & National Certified trainers

6. Introduction of SI in the UK and the University of Manchester • 1990’s - Kingston University adapted the USA model of SI for use in British Higher Education Institutions • Jenni Wallace, UK SI Certified Trainer • Establishment of the SI Network • 21 Principles of SI

7. is a methodology for learner support is small group learning is facilitated by other students acting as mentors is confidential is voluntary is non-remedial is participative encourages collaborative, rather than competitive learning is content-based and process-oriented integrates effective learning strategies within the course content does not create dependency works in the language of the discipline is pro-active, not reactive targets high `risk´ courses, not high `risk´ students encourages learner autonomy decreases drop-out rates and aids retention gives opportunity to increase academic performance challenges the barrier between year groups benefits all students regardless of current academic competency gives privacy to practice the subject, make mistakes and build up confidence enables a clear view of course expectations 21 Principles of SI

8. Introduction of SI in The UK & The University of Manchester • 1995 - PASS introduced in the University of Manchester Chemistry department - reduce student ‘drop out’ rates • - encourage a more student centered learning approach & increase academic performance

9. The main purpose of Peer Assisted Study Sessions (PASS) • Support the student learning experience by encouraging collaborative, exploratory discussion in a safe environment • Improve academic performance and achievement and increase retention • Provide an additional mechanism for communication and feedback between teaching staff and students • Encourage a student centred approach to learning through greater peer interaction • Enhance the learning experience and Personal Development of PASS leaders

10. The PASS Approach • Trained student leaders facilitate study sessions • PASS is voluntary • Content is based on course materials • PASS leaders are engaged in sharing their experiences and facilitating discussion rather than re-teaching the subject • Students compare notes, clarify what they read and hear, analyse, criticise, question and seek verification of ideas

11. Main Features of PASS • PASS is about exploratory discussion, not being told the answers • PASS is about active learning- learning by discussing and thinking • The more everyone joins in, the better sessions will work • The PASS leader is here to facilitate, to help YOU learn, find the answers by discussion and the use of lecture notes • PASS is a safe place to admit not understanding • The PASS leader is NOT here to teach or tell you the answers • You can decide what is discussed in PASS sessions • PASS is not a replacement for lectures, seminars, etc- it is there to back them up. • PASS is confidential • PASS is informal, friendly and hopefully FUN!

12. PASS Session in action

13. Can you spot the PASS leaders?

14. PASS Leader TrainingThe 3 workshops • Only by ‘SI-Supervisor’ trained by UMKC • Continually stress ‘supplemental to teaching’ and that they will facilitate, not teach Workshop 1 Introduction History of SI PASS at Manchester 21 Principles First year experience Facilitation Communication Workshop 2 Icebreakers Questioning Thinking and Learning Group Discussions Mock PASS Sessions Workshop 3 Mock PASS Session Effective Listening Intervention techniques Difficult Incidents Benefits of Group Work What to do now…?! …and there is more!

15. Manchester Scheme Where is it? 1995 – 1 discipline and 10 student leaders 2005 – 11 disciplines and 250 student leaders 2007 – 14 disciplines and 350+ student leaders Mechanical Engineering, Mathematics, Computer Science, Physics, Aerospace Engineering, Life Sciences, Chemistry, Civil Engineering, Chemical Engineering, Material Science, Economics, Music, Middle Eastern Studies and Psychology

16. Case Study: Chemistry

17. All UG1 students are allocated a PASS group and two PASS leaders (30 groups of ~15 UG1, 70 leaders). Each group meets for 1 hour/week (timetabled) to discuss: Academic topics [burning deadlines, lectures, course work, tutorial work, study skills] Non course related topics (social, pastoral) Course related topics [course expectations in year 1, 2 or 3, placement year] Leaders facilitate discussion, they do not teach. Free agenda, but activities are suggested. PASS in FLS?

18. PASS in Computer Science • Initial Aim: • strengthen core skills in programming • improve retention rates • Structure • 2nd and 3rd year students volunteer • Weekly sessions for 1st year students • Based on core programming modules • Exercise set by staff for each session

19. …so you know a bit about PASS but how do you actually do it ?!

20. Benefits of PASS • Institutional & Faculty Level • - Reducing student drop out rates • - Improving the student experience & academic performance • - Widening access to an increasingly diverse student body • School & Discipline Level • - Providing staff with regular & ongoing feedback • - Highlighted as good practice by QAA • - Improves student study skills • - Fostering a spirit of community

21. Benefits of PASS • Student Level • - Provides support & guidance • - Non-threatening & non-remedial • - Social benefits • - Increased academic confidence • - Skills development • Mentors/PASS Leaders • - Personal development opportunity • - Skills development • - Opportunity to reflect, review and re-evaluate • - Increased academic performance • - Recognition and Reward

22. PASS in FLS? HEA Centre for Bioscience – Science Learning & Teaching Conference 2007 http://www.sltc.heacademy.ac.uk/proceedings.htm

23. PASS in FLS? HEA Centre for Bioscience – Science Learning & Teaching Conference 2007 http://www.sltc.heacademy.ac.uk/proceedings.htm

24. PASS in Computer ScienceImpact on Leader results • PASS Leaders • Class C (PASS Leader in 2nd and 3rd year) Class C2 (PASS Leader only in 2nd year) Class C3 (PASS Leader only in 3rd year) Class D (not a PASS Leader) • Sample size Leaders for all years (n=143)

25. PASS in Computer ScienceImpact on Leader results Average Overall Exam Mark

26. Practicalities • Identification of central support & co-ordination

27. Students Staff Coordinator Senior Students as Partners Officer marcia.ody@manchester.ac.uk Students as Partners Officer william.carey@manchester.ac.uk Students as Partners Internships (EPS and MHS) Faculty Internship (FLS) Faculty Staff Contact (Humanities) Student Co-ordinators PASS Leaders/Mentors Structure – how is it set up?

28. Practicalities • Identification of central support & co-ordination • Approval, awareness & value of PASS by course teaching team • Training of staff • Levels of implementation - Consultation with staff & students • Timetabling of PASS • Recruitment of PASS leaders • Training of leaders • Co-ordination & ongoing support • Monitoring & evaluation