Peer Assisted Learning

Shelley Li & Helen SteerStudent Support, LUBS

Dr Samantha PughStudent Education Enhancement Officer, MAPS

Leeds University Business SchoolFaculty of Mathematics and Physical Sciences

OutlineWhat is PASS/PAL?PASS/PAL Leader roleBenefits‘Mock’ sessionFeedback/EvaluationMaking it workReward and RecognitionNew Developments

Today’s Session

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

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!

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 SchoolFrom improved student performance and engagement across the ability range. Breaks down barriers between year groups to develop an effective and successful learning community.

• 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

What PASS/PAL is NOT …

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!

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 usefulThe 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.

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”

Mentor Feedback

• Skills developed by mentors: organisation communication presentation patience leadership

The experience also deepened their own understanding of the discipline

Mentor comments:

“Have scheduled topics for each PASS session”

“Bigger groups would be better so that the groups can be split to work on separate topics according to the students needs”

“Helping first years when they are struggling with areas that I can remember finding difficult and improves my confidence and leadership skills”

“Good fun getting to know more people. Feeling my confidence and leadership ability grow”

Bigger groups would be better so that the groups can be split to work on separate topics according to the students needsBigger groups would be better so that the groups can be split to work on separate topics according to the students needs

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.”

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…

Reward and Recognition

Awards ceremonyAdditional trainingOpportunity to attend conferencesSponsorshipGoody bagPASS Leader logbook – skills proficiency

New Developments

• PASS intern• Use of social media -

www.twitter.com/PASSatLUBShttp://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

Thank you for your time

Any questions?