1. www.bournemouth.ac.uk 1 PAL Leader Training at Bournemouth University National HE STEM Programme – South West Spoke Steve Parton – PAL Coordinator Vicki Noad – Peer Mentoring Assistant

2. www.bournemouth.ac.uk 2 What we will cover: PAL at BU PAL Initial Training PAL Follow-Up Training PAL Online Communities How Training has Developed (2001-2011) Feedback from Leaders Future Goals

3. www.bournemouth.ac.uk 3 PAL at BU: The role of the PAL Leader PAL Leaders do not teach Facilitate discussion/share experiences Weekly/fortnightly sessions PAL integrated into course programmes (Fleming & Hurne 2004)

4. www.bournemouth.ac.uk 4 Aims of PAL To help students: adjust quickly to university life; acquire a clear view of course direction and expectations; develop their independent learning and study skills to meet the requirements of higher education; enhance their understanding of the subject matter of their course through collaborative group discussion; prepare better for assessed work and examinations. (Fleming 2009A)

5. www.bournemouth.ac.uk 5 Overview: Training PAL Leaders Training comprises of: 2 days of Initial Training for new Leaders in June/September (Compulsory) Weekly Follow-Up Training throughout 1 st Term (Optional) (Fleming 2009)

6. www.bournemouth.ac.uk 6 Aims of Initial Training To provide leaders with: An overview of main ideas upon which PAL is based Activities and techniques that leaders should use to run sessions effectively and structure group discussions Awareness of various situations that may arise and evaluate best ways to approach them Opportunities to put skills and techniques into practice Opportunities to meet experienced PAL Leaders (Fleming 2009B)

7. www.bournemouth.ac.uk 7 Initial Training Approach Modelling: Create active learning environment which models approach Leaders use in their PAL sessions Variety of small group learning techniques – pairs, rounds, pyramid, jigsaw, etc. Frequently move leaders around Emphasis on re-directing questions Logistics: Optimum number of Leaders for initial training is 30 Room layout Make considerable use of PAL Leader Student Guide Record responses to discussions (Fleming 2009B)

8. www.bournemouth.ac.uk 8 Content of Initial Training 2011 Day 1: What PAL is about Experiences of PAL How to run PAL sessions (Video and Discussion) Resources available on VLE (PAL Central & course- specific PAL Communities) Similarities & Differences between PAL & Teaching Simulated PAL Sessions Debriefing on Simulated PAL Sessions Day 2: Simulated PAL Sessions Debriefing on Simulated PAL Sessions Additional Learning Support awareness Cultural awareness Q & A session with experienced PAL Leader Boundary Setting Meet Course Contact Planning First Session (Smith et al. 2011)

9. www.bournemouth.ac.uk 9 PAL Online Communities (Smith 2009) PAL Leaders are granted Read-Only access to all Level C Units Each course has its own PAL Community just for PAL Leaders and Level C Students All PAL Leaders, Course Contacts, and PAL Co-ordination Team have access to PAL Central

10. www.bournemouth.ac.uk 10 Weekly additional training throughout 1 st Term Topics include: o BU Student Development Award o Student Representation o More Productive Group work o Study Habits and Time Management o Plagiarism and Referencing o New Skills and Your CV PAL Follow Up Training

11. www.bournemouth.ac.uk 11 How Training has Developed (2001-2011) 201120092007200520032001 2001-2004: HEFCE Funded Project aimed at raising attrition rates 2011: 151 PAL Leaders trained 2008: Buddy Scheme (Final year Top- Up students) 2010: Streamlined PAL Leader Guide and available on PAL Central 2010: PAL Online Communities 2001: PAL introduced, 3-8 PAL Leaders in School of Tourism 2 Day Initial Training 2011: Monthly Newsletter for Leaders 2002: Weekly/bi- weekly training offered 2002-2010: PAL expands to all schools 2007: PAL Leader Video

12. www.bournemouth.ac.uk 12 Feedback from Leaders Training helped understand the role of a PAL Leader: “Learning the importance of guiding students to the correct answer rather than giving them the answer,” – PAL Leader Training 19-20 September 2011 “Support their learning rather than teaching them new things,” –PAL Leader Training 19-20 September 2011 “Knowing what the boundaries in PAL are,” – PAL Leader Training 22-23 September 2011

13. www.bournemouth.ac.uk 13 Feedback from Leaders Training will be useful for running sessions: “It was great to have the opportunity to try out some techniques and good fun,” – PAL Leader Training 19-20 September 2011 “Developing an awareness of re-directing questions,” –PAL Leader Training 19-20 September 2011 “Discussing situations that may arise and how to deal with them,” – PAL Leader Training 19-20 September 2011 “Learning how to manage groups by effective learning techniques such as the pyramid and asking the right kinds of questions,” – PAL Leader Training 22-23 September 2011

14. www.bournemouth.ac.uk 14 Feedback from Leaders Training developed Leaders personally: “Made us think what to do,” – PAL Leader Training 15-16 September 2011 “The simulated PAL sessions were good because it involved everyone and gives you an understanding of what’s expected and how it feels,” – PAL Leader Training 22-23 September 2011 “In showing where my strengths and weakness are,” – PAL Leader Training 22-23 September 2011 “Gaining my personal confidence before my first time as a PAL leader,” – PAL Leader Training 19-20 September 2011

15. www.bournemouth.ac.uk 15 Further enhance training by producing a video with current PAL Leaders about their experience Focus groups with PAL Leaders; and also with PAL Groups Explore demand for PAL across all academic years and training needs Goals for the Future

16. www.bournemouth.ac.uk 16 Any Questions? Thank you!

17. www.bournemouth.ac.uk 17 References Cited Fleming, H., 2009A. Peer Assisted Learning (PAL): an overview. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/ [Accessed 22 October 2011]. Fleming, H, 2009B. Training PAL Leaders. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/training.html [Accessed 26 October 2011]. Fleming, H., and Hurne, J., 2004. PAL Project: Final Report. Mar. 2004. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/documents/final_report.pdf [Accessed 27 October 2011]. Smith, T., 2010. PAL Central. Poole: Bournemouth University. Available from: https://mybu.bournemouth.ac.uk/webapps/portal/frameset.jsp [Accessed 20 October 2011]. Smith, T., Parton, S., Knight, M., and Fleming, H., 2011. Peer Assisted Learning Student Guide 2011-2012. Poole: Bournemouth University. [Unpublished]

18. www.bournemouth.ac.uk 18 Further Reading Capstick, S., and Fleming, H., 2004. The Learning Environment of Peer Assisted Leaning. Poole: Bournemouth University. Available from: http://pal.bournemouth.ac.uk/documents/Lrng%20Envirmnt%20of%20PAL%204.pdf [Accessed 21 November 2011]. Jacobs, G., Hurley, M., and Unite, C. 2008. How learning theory creates a foundation for SI leader training. The Australasian Journal of Peer Learning, 1 (1), 6-12. Lipsky, S. A. 2006. A credit-bearing course for SI training leaders. In M. E. Stone & G. Jacobs., eds. Supplemental Instruction: New visions for empowering student learning. San Francisco: Jossey- Bass, 33- 42.

19. www.bournemouth.ac.uk 19 Suggested Reading for me! Ashwin, P. (2002) Implementing Peer Learning Across Organisations: the development of a model. Mentoring & Tutoring, 10(3), 221-231 Miller, C. & Packham, G. (1999) Peer assisted Student support at the University of Glamorgan: innovating the learning process? Mentoring and Tutoring, 7(1), 81-95. BOUD, D., COHEN, R. & SAMPSON, J. (Eds) (2001) Peer Learning in Higher Education (London, Kogan Page). Jacobs, G., Hurley, M., & Unite, C. (2008). How learning theory creates a foundation for SI leader training. In S. Rogan, P. Dawson, & S. Draper (Eds.), The Australasian Journal of Peer Learning (pp. 6-12). Lipsky, S. A. (2006). A credit-bearing course for SI training leaders. In M. E. Stone & G. Jacobs (Eds.), Supplemental Instruction: New visions for empowering student learning (pp. 33-42). San Francisco: Jossey-Bass. This chapter describes key components in the design of a training course for SI leaders. It looks at course topics and accompanying theoretical frameworks, and explains how content is delivered. McDaniel, A. (2008). Recruiting and training Supplemental Instruction leaders. In M. E. Stone & G. Jacobs (Eds.), Supplemental Instruction: Improving first-year student success in high-risk courses (No. 7, 3 rd ed., pp. 39-56) Columbia, SC: University of South Carolina, National Resource Center for The First-Year Experience and Students in Transition. McGlone, F. D. (1994). A training and implementation program for first year student peer mentors. Unpublished manuscript, Queensland University of Technology, Brisbane, Queensland, Australia. MARTIN, D.C. & ARENDALE, D.R. (Eds) (1994) Supplemental Instruction: increasing achievement and retention (San Francisco, CA, Jossey-Bass). Shores, P., & Tiernan, J. (1996). Peer mentor training: A collaborative exercise in systemic change. Unpublished manuscript, University of Western Sydney at Nepean, New South Wales, Australia. Available: Ms. Penny Shores, Counseling and Health Unit, University of Western Sydney, Nepean, P. O. Box 10, Kingswood New South Wales 2747, Australia Wallace, J. & Rye, P. (1994) What is SI? In C. Rust & J. Wallace (eds.) Helping students to learn from each other: Supplemental Instruction. Birmingham, England: Staff and Educational Development Association