University of Leeds 8th November 2007Marcia Ody Peer Assisted Study Sessions (Supplemental Instruction) Marcia Ody: Students as Partners Senior Adviser, The University of Manchester Consultant, Centre for Excellence in Enquiry-Based Learning Independent Consultant

University of Leeds 8th November 2007Marcia Ody Outline Students as Partners Supplemental Instruction PASS at the University of Manchester –why? –Aims & objectives –Case studies PASS in action Benefits Coordination Implementation practicalities

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody 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) PASS2) Peer Mentoring …there is flexibility within both

University of Leeds 8th November 2007Marcia Ody Supplemental Instruction (SI) Pioneered by Dr Deanna Martin, 1973 at UMKC Establishment of International Centre for 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

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody 21 Principles of SI 1.is a methodology for learner support 2.is small group learning 3.is facilitated by other students acting as mentors 4.is confidential 5.is voluntary 6.is non-remedial 7.is participative 8.encourages collaborative, rather than competitive learning 9.is content-based and process- oriented 10.integrates effective learning strategies within the course content 11.does not create dependency 12.works in the language of the discipline 13.is pro-active, not reactive 14.targets high `risk´ courses, not high `risk´ students 15.encourages learner autonomy 16.decreases drop-out rates and aids retention 17.gives opportunity to increase academic performance 18.challenges the barrier between year groups 19.benefits all students regardless of current academic competency 20.gives privacy to practice the subject, make mistakes and build up confidence 21.enables a clear view of course expectations

University of Leeds 8th November 2007Marcia Ody Introduction of SI in The UK & The University of Manchester PASS introduced in the University of Manchester Chemistry department - reduce student ‘drop out’ rates - encourage a more student centered learning approach & increase academic performance

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody 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!

University of Leeds 8th November 2007Marcia Ody PASS Session in action

University of Leeds 8th November 2007Marcia Ody Can you spot the PASS leaders?

University of Leeds 8th November 2007Marcia Ody PASS Leader Training The 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!

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody Case Study: Chemistry Established 1995 Content of sessions The sessions relate to tutorial worksheets that alternate between organic, inorganic and physical chemistry. The 1st-year students set an agenda within the session based on issues or problems arising from the material on the worksheets or related academic tutorials/lectures. Frequency Weekly sessions in a regular venue. Sessions are timetabled into free hours between lectures when all 1 st -year students could, in theory, attend. No. of PASS Leaders 26 working in pairs leading 13 groups Attendance Regular attendance of 70% of the 1st-year cohort (1 st Semester) but lower in 2 nd Semester How are students assigned to groups? All 1st years are assigned to a PASS group alphabetically. The sessions are voluntary but opting out of attendance is a method found to be more effective than opting in. Training One full day’s facilitation training co-ordinated centrally. Half day departmental training. Meeting with academic staff co-ordinator weekly before and after sessions.

Fostier.M et al (2007) PASS in FLS? 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.

School of Computer Science Embury. S et al (2006) 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

University of Leeds 8th November 2007Marcia Ody …so you know a bit about PASS but how do you actually do it ?!

University of Leeds 8th November 2007Marcia Ody 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

University of Leeds 8th November 2007Marcia Ody 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

Fostier.M et al (2007) HEA Centre for Bioscience – Science Learning & Teaching Conference PASS in FLS?

Fostier.M et al (2007) PASS in FLS? HEA Centre for Bioscience – Science Learning & Teaching Conference

School of Computer Science Embury. S et al (2006) PASS in Computer Science Impact on Leader results PASS Leaders –Class C (PASS Leader in 2 nd and 3 rd year) Class C2 (PASS Leader only in 2 nd year) Class C3 (PASS Leader only in 3 rd year) Class D (not a PASS Leader) –Sample size Leaders for all years (n=143)

School of Computer Science Embury. S et al (2006) PASS in Computer Science Impact on Leader results Average Overall Exam Mark

University of Leeds 8th November 2007Marcia Ody Practicalities Identification of central support & co-ordination

University of Leeds 8th November 2007Marcia Ody Structure – how is it set up? Faculty Internship (FLS) Students as Partners Internships (EPS and MHS) Faculty Staff Contact (Humanities) Student Co-ordinatorsStudentsStaff Coordinator Students as Partners Officer Senior Students as Partners Officer PASS Leaders/Mentors

University of Leeds 8th November 2007Marcia Ody 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