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University of Leeds 8th November 2007Marcia Ody

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Title: University of Leeds 8th November 2007Marcia Ody


1
Peer Assisted Study Sessions(Supplemental
Instruction)
  • Marcia Ody marcia.ody_at_manchester.ac.uk
  • Students as Partners Senior Adviser, The
    University of Manchester
  • Consultant, Centre for Excellence in
    Enquiry-Based Learning
  • Independent Consultant

2
Outline
  • Students as Partners
  • Supplemental Instruction
  • PASS at the University of Manchester
  • why?
  • Aims objectives
  • Case studies
  • PASS in action
  • Benefits
  • Coordination
  • Implementation practicalities

3
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

4
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) PASS 2)
Peer Mentoring there is flexibility within both
5
Supplemental Instruction (SI)
  • Pioneered by Dr Deanna Martin, 1973 at UMKC
  • Establishment of International Centre for SI
    (http//www.umkc.edu/cad/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

6
Introduction of SI in the UK and the University
of Manchester
  • 1990s - 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

7
21 Principles of SI
  • is a methodology for learner support
  • is small group learning
  • is facilitated by other students acting as
    mentors
  • is confidential
  • is voluntary
  • is non-remedial
  • is participative
  • encourages collaborative, rather than competitive
    learning
  • is content-based and process-oriented
  • integrates effective learning strategies within
    the course content
  • does not create dependency
  • works in the language of the discipline
  • is pro-active, not reactive
  • targets high risk courses, not high risk
    students
  • encourages learner autonomy
  • decreases drop-out rates and aids retention
  • gives opportunity to increase academic
    performance
  • challenges the barrier between year groups
  • benefits all students regardless of current
    academic competency
  • gives privacy to practice the subject, make
    mistakes and build up confidence
  • enables a clear view of course expectations

8
Introduction of SI in The UK The University of
Manchester
  • 1995 - PASS introduced in the University of
    Manchester Chemistry department
  • - reduce student drop out rates
  • - encourage a more student centered learning
    approach increase academic performance

9
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

10
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

11
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!

12
PASS Session in action
13
Can you spot the PASS leaders?
14
PASS Leader TrainingThe 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!
15
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

16
Case Study Chemistry
17
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.

18
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

19
so you know a bit about PASS but how do you
actually do it ?!
20
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

21
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

22
PASS in FLS?
HEA Centre for Bioscience Science Learning
Teaching Conference 2007 http//www.sltc.heacademy
.ac.uk/proceedings.htm
23
PASS in FLS?
HEA Centre for Bioscience Science Learning
Teaching Conference 2007 http//www.sltc.heacademy
.ac.uk/proceedings.htm
24
PASS in Computer ScienceImpact on Leader results
  • PASS Leaders
  • Class C (PASS Leader in 2nd and 3rd year)
  • Class C2 (PASS Leader only in 2nd year)
  • Class C3 (PASS Leader only in 3rd year)
  • Class D (not a PASS Leader)
  • Sample size
  • Leaders for all years (n143)

25
PASS in Computer ScienceImpact on Leader results
Average Overall Exam Mark
26
Practicalities
  • Identification of central support co-ordination

27
Structure how is it set up?
28
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
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