1. Workshop on Peer Tutoring in Mathematics, Bath 2009 Good Practice in Undergraduate Peer Support (MSOR funded Project) Dr Stephen Kane School of Physics, Astronomy & Mathematics University of Hertfordshire Dr Indra Sinka Faculty of Education and Language Studies Open University http://www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d

2. Workshop on Peer Tutoring in Mathematics, Bath 2009 Overview Project outline Current practices Peer support guide Visits to date Survey Next Steps

3. Workshop on Peer Tutoring in Mathematics, Bath 2009 From work undertaken by MSOR and Sigma it has become apparent that students studying for mathematics degrees need more support beyond that available for the transition from school to undergraduate studies. Evidence suggests that peer support mechanisms can help progression and both motivate and encourage students with their studies. To help develop this approach, the MSOR has commissioned the development of a Good Practice Guide for Undergraduate Peer Support for level 2 mathematics students and above. The guide will consider current practices used in HE and the challenges and constraints of implementing such mechanisms. the nature of support either face to face or by e-support. The preparation of the guide will involve carrying out a survey of current practices within UK HEIs and CETLs. The guide will also be informed by conferences, seminars and workshops such as todays. Project outline

4. Workshop on Peer Tutoring in Mathematics, Bath 2009 Literature Review Peer support practice pioneered in the United states Basic Supplemental Instruction (SI) Model, developed at the University of Missourri, in 1973 to stem the tide of health-science school dropouts, Arendale & McLaren To encourage, motivate and support learning Diverse settings Diverse practice Bidgood (2004): pastoral in tutorials or other class environments as peers in peer-assisted learning in group work and peer assessment. Croft, Solomon and Bright (2007), many students value, first and foremost, the support of their peers Individual HEIs have adapted the SI Model to suit their own institution s requirements.

5. Workshop on Peer Tutoring in Mathematics, Bath 2009 Good practice Williams, J., Proceedings of British Society for research into learning mathematics 23(3), 2003 Bidgood, P., MSOR Connections Feb 2004 Vol 4 No 1

6. Workshop on Peer Tutoring in Mathematics, Bath 2009 Example of good practice (1) University College Falmouth Leicester University

7. Workshop on Peer Tutoring in Mathematics, Bath 2009 West & Mid Wales Widening Access Partnership Example of good practice (2)

8. Workshop on Peer Tutoring in Mathematics, Bath 2009 Example of good practice (3) London Met

9. Workshop on Peer Tutoring in Mathematics, Bath 2009 Peer support guide Relating theory to practice Why peer support? Benefits? The student experience Good practice Nature of support Challenges & constraints Implementation procedures Special needs Equality & diversity Support of academic staff Monitoring & evaluation Added value

10. Workshop on Peer Tutoring in Mathematics, Bath 2009 E.g. Software such as Elluminate which is Web-based audio-video conferencing software Multi-user synchronous speaking tool Created for teaching online Used for synchronous online tutorials Strong potential use for peer support along with other possible commercial packages. Technology for peer support

11. Workshop on Peer Tutoring in Mathematics, Bath 2009 Peer support survey (1) Survey details Live January – February 2009 Online at SurveyMonkey: www.surveymonkey.com/s.aspx?sm=wSyOIX1Xy3LLZe3hdy2kYw_3d_3d Advertised to MSOR key contacts and through the publication Connections

12. Workshop on Peer Tutoring in Mathematics, Bath 2009 Peer support survey (2) Survey Focus Current peer support in HEIs Selection and training of Peer mentors/tutors Academic staff involvement and engagement Support process Resources Ethical issues and other challenges Contact Evaluation Who benefits?

13. Workshop on Peer Tutoring in Mathematics, Bath 2009 Results so far …(1) Gaps identified: Objectives Guidance for academic staff Dealing with ethical issues Student progress as a result of support Liaisons across disciplines and other HEI units Feedback Evaluation of whole process Benefits to all concerned

14. Workshop on Peer Tutoring in Mathematics, Bath 2009 Results so far … (2) Good practice identified from the survey: HEI encouragement for formal and informal peer support Student self help groups Student to student contact Diversity – wide range of students supported Training Helps improves students mathematical skills consolidation of knowledge exam/assignment preparation

15. Workshop on Peer Tutoring in Mathematics, Bath 2009 Results so far … (3) Good practice identified from HEI visits: Resources support dedicated space academic staff time equipment. E.g. computers, software, books marketing Student input into the process Training days Support groups for student mentors/tutors Good informal contact between students Contact between mentors/tutors and academic staff Keeping people on board

16. Workshop on Peer Tutoring in Mathematics, Bath 2009 Work in progress Step 1: Survey live Step 2: Initial visits to Loughborough Sheffield Hallam Bath OU Step 3: Further visits February/March Step 4: Guide completed April Step 5: Feedback on guide Step 6: Dissemination of findings through workshop and conferences.

17. Workshop on Peer Tutoring in Mathematics, Bath 2009 References [1] Arendale, D., & McLaren, A. (1999). Supplemental Instruction: Variations on the basic model. In S. Lipsky (Ed.), Selected Proceedings of the 16th (1997) & 17th (1998) Annual Conferences of the Pennsylvania Association for Developmental Educators (PADE) pp. 40-44. Pittsburgh, PA: The Community College of Allegheny County. [2] Bidgood, P., (2004). Student mentoring and peer tutoring. MSOR Connections Vol 4 No 1 [3] Croft, T., Solomon, Y. & Bright, D. (2007). Developing academic support for mathematics undergraduates – the students views. Proceedings of CETL-MSOR Conference 2007 pp. 22-27.

18. Workshop on Peer Tutoring in Mathematics, Bath 2009 And finally … Dr Stephen Kane s.j.kane@herts.ac.uk 01707 285982 School of Physics, Astronomy & Mathematics University of Hertfordshire Dr Indra Sinka i.r.sinka@open.ac.uk 01908 858082 Faculty of Education and Language Studies Open University Please fill in the online survey.