UNIVERSITY OF EDINBURGH DEPARTMENT OF PEER LEARNING AND SUPPORT KATIE SCOTT

Where we started  Sept 2012: There were a number of examples of excellent practice in peer support, including completely student run peer-learning projects  However overall it lacked consistency, support and quality assurance  First steps: We undertook a wide ranging consultation with staff and students and examined example's of peer-learning nationally and internationally  Findings: Students at Edinburgh felt they lacked a sense of community, belonging and the chance to share their views and gain feedback

What were our aims  Foster a sense of belonging  Provide an opportunity for ‘real-time’ feedback  Engage students as active and autonomous learners  Allow a social space for incoming students  Encourage integration between diverse student communities  Facilitate the forming of an intellectual community of learners  Encourage a student centred approach to learning through greater peer interaction  Support the student learning experience by encouraging collaborative, exploratory discussion in a safe environment

Where we are now  60 Projects running across the University supported by over 500 Volunteers  These include Peer-Assisted Learning, Mentoring, Befriending and House Systems among many others  33% of Undergraduates attended Peer Support in AY 14/15  Convener of the Scottish Peer Support Network  Won an NUS and UKCISA Award for Excellent International Student Support for Edinburgh Buddies and Peer Proofreading  Received a distinction as an excellent example of partnership between a Students Association and a University from NUS  Recognised as a best practice case study in a UK HEA Report on Mapping Peer-led Student to Student Learning internationally  Student Experience Project (SEP) General Staff Survey: 75.6% Have found the PL&S Projects have positively impacted their role. Staff reported that the central team’s support helped them decrease their workload in this area and respondents recognised the value of the work of the Team as a partnership between EUSA and the University.

Summary of findings Edinburgh Student Experience Survey (ESES) conducted by the University has returned some very positive results under the question, "are there sufficient opportunities for Peer Support in your School?' with a rise from 56% in 2013 to 63% in These statistics are indicative of a healthy and steadily growing programme which currently involves over 7200 students and 503 volunteers. Although some Schools have had increases as high as 19% in 2 years on how happy students are with the number of schemes available to them, it’s clear they still want further opportunities to get involved in peer learning and support. Output AY 12/13AY 14/15Change Recognised projects running860750% Increase Number of student leaders % increase Edinburgh Award Peer Support recipients % increase Hours of training delivered % increase Internal training capacity (qualified University staff we use only for training) 27350% increase ESES results: Under our question 'are there sufficient opportunities for Peer Support in your School' Vet School: 76% Engineering: 62% Business 47% 84% 70% 62% 8% increase 15% increase UG and PG students receiving support Around % increase Average number of staff consistently communicating with the project % increase

Our New Department of Peer Learning and Support

Recent updates | International Peer Leader Survey Undertaken across all continents To what degree have the following skills changed as a direct result of your peer leadership experiences? (Responses for increased skillset) Top 10:  Building relationships with people with whom you work – 91%  Your feeling that you belong and are welcome at your institution – 88%  Your knowledge of campus resources – 88%  Your feeling that you are contributing to your campus community – 86%  Confidence to interact with academics/lecturers and other university staff – 86%  Your meaningful interaction with peers – 84%  Confidence to interact with your peers – 84%  Your interaction with people with backgrounds different than your own – 79%  Providing direction through interpersonal persuasion – 77%  Expectations of success in a full-time job after graduation – 53%  Average grade of Peer Support Volunteers was a 1st class degree. 28% of the respondents were 1st generation of University attendees.

Recent updates | Longitudinal study Examining PL&S Leader destinations post-University What is the impact of peer-leadership roles on future attainment? Project Aims:  Track professional and further academic developments  Investigate if there a connection between being involved in peer support and future employability  Explore if involvement in peer support leads to the development of professional skills  Improve the training, workshops, and support we provide.

Longitudinal Study | What skills have Leaders developed? 79% felt that they developed LEADERSHIP skills as a result of their Peer Leader experiences.

Longitudinal Study | Where do these results align with EUSA’s goals? 95% felt that they now POSSESS THE EMPLOYABILITY AND SKILLS REQUIRED OF A GRADUATE as a result of their Peer Leader experiences.

Longitudinal Study | Where do these results align with EUSA’s goals? 92% felt that they had CONTRIBUTED TO THE UNIVERSITY COMMUNITY as a result of their Peer Leader experiences.

What is next? | Phase 2 Continue the study over the next 5 years

What is next? | Alumni Mentoring Graduate Leaders now in further education or employability January Consultation Events in March and May Mentoring final year Leaders to help with the transition out of university

What is next? | Leadership Module Credited course open to all PALS Leaders Range of assessments and tasks Understand the skills necessary to become an effective Leader

What is next | 2016 and beyond  Peer Learning and Support Consultancy model  Evaluation Impact Framework  Postgraduate and transition project development  International Academic Peer Learning Steering Group membership  We are working to develop our CPD offering including workshops on emotional resilience, conflict resolution, academic best practice, learning techniques and strategies among others

Student Leader: “As a result of my participation in the Scheme I have become not only more creative and confident, but also more aware of my impact on others.”