Peer Assisted Learning Presented by: Susan Whittaker Alisha Airey PAL LEADERS

Aims To propose that the use of PAL can contribute to a more inclusive curriculum To raise awareness of the benefits of PAL as a tool for transition into university life To outline the processes and joint responsibilities required to make PAL successful within a faculty environment by using best practice examples

First a quiz What do you know about PAL….. A socrative quiz

An Introduction to PAL “PAL is an academic support scheme where students, trained in mentoring, facilitation and coaching techniques, plan and deliver study support sessions for other students. PAL aims to ease the transition into Higher Education and to provide support for students by other peer students.” (UWE website) “Peer Assisted Learning involves students (typically from the year above) facilitating discussion sessions for students from the year(s) below. …….It can aid both subject understanding and act as a platform for developing students’ academic literacies and skills. It is important to note that Peer Assisted Learning is not teaching by students - the sessions present an opportunity for participants to discuss subject content covered in lectures and seminars, or to improve information or academic literacies through shared discussion.”(Leicester University website)

How can PAL benefit your course? “PAL encourages 'active' learning where students can explore answers through discussion PAL Leaders facilitate group discussion and use various educational materials to enhance learning sessions are informal and friendly, and provide a safe environment for students to talk about areas of uncertainty PAL sessions offer supplementary learning support to core lectures, and seminars, practical aspects of your course and aspects of student life you can decide, in collaboration with others in the group, what is discussed in PAL sessions” ( UWE Website)

PAL Background Sweden Canada U.S.A. U.K. Mexico South Africa Australia PAL is based on the UMKC Supplemental Instruction (SI) model (1973). 1,500 Institutions Worldwide (PAL/PALS/PASS/SI) 50+ UK institutions – UWE (2002) Sweden Canada U.S.A. U.K. Mexico South Africa Australia

STUDENT LIFE PAL LEADERS PAL Roles ACADEMIC PAL LEADERS Academic support Timetabled sessions course specific Structured sessions Additional workshops offered in the library TECHNICAL PAL LEADERS Drop in sessions Support within the making areas on City Campus Provides students support with re-capping workshops/processes PAL COACHES One-to-one support coaching Pastoral and Academic support Only on available on Nursing and Midwifery programmes All level 1 students assigned a buddy STUDENT LIFE PAL LEADERS Pastoral support Emotional Resilience workshops One-to-one support Direct Entry transition support One-to-one support offered to Care Leavers CAREER PAL LEADERS One-to-one appointments with a Career PAL leader Document proof-reading (careers documents): spelling, grammar, sentence structure and general presentation Support with creating/improving LinkedIn profile Short video clips for each strand, students can click on each for explanation. Each video to be no more than 2 mins long Set questions for videos

PAL LEADERS PAL LEADERS INTRODUCTION THE BENEFITS OF BEING INVOLVED….

What are benefits for PAL leaders in being involved? Develop yourself professionally Participate in ongoing development opportunities (training, coaching, workshops etc.) Gain valuable experience to enhance your CV Build your confidence Revise and practise your subject Opportunity to become a Senior PAL Leader in your final year Receive Recognition for your hard work Payment (currently £8.45 per hour) Opportunity to complete a module endorsed by the internationally recognised Institute of Leadership and Management (ILM) Attend our Celebration Ceremony and receive a certificate of achievement Use it as an activity for the UWE Futures Award

Interactive questions Do you believe that PAL can contribute to a more inclusive curriculum? Can PAL be used as a tool for transition into university life?

How can PAL contribute to a more inclusive curriculum? Couchman (2008) range of PAL activities “from collaborative and problem-based learning; reviewing course material; practising study techniques, such as planning essays; and the social and university specific aspects of student life, such as using the library or living in student accommodation” Can be particularly important to students from different backgrounds and cultures. PAL can also be a tool for transition into university life….

PAL as a tool for transition into university life Chilvers research (2016) – peer learning provides a community of practice – this supports transition into course, discipline and university life and enables social integration into course community” Also PAL can facilitate adjustment to cultural norms and expectations, encourage social integration, motivate participation and inspire confidence in studying independently.

Interactive Session How can PAL leaders and academics work together to make PAL successful within a faculty environment?

Working together: Academics and PAL leaders Be actively involved in the selection process Involve PAL leaders in induction activities Meet with PAL leaders at beginning of term to discuss how course will be delivered – for technical courses may involve giving PAL leaders a question each week for them to work through with students Have regular meetings with PAL leaders

PAL LEADERS AND COORDINATOR Working with academics Ideas for best practice

The PAL Office Team Oli Schofield, Manager Frenchay Alisha Airey, PAL Supervisor Glenside/Gloucester Zoë Foster-Smith, PAL Supervisor Ross Elliot, PAL Supervisor (PAL Services; part time) City Campus Jayne Saul-Paterson, PAL Supervisor (part time) Jag Majithia, PAL Supervisor (part time) Senior PAL Leaders

Any questions? Any questions?