Slides for the presentation by Sue Warnock & Bryan Scant (Bournemouth University) at LILAC10.

1. Peer Assisted Learning UKCLE CONFERENCE 2010 SUE WARNOCK & BRYAN SCANT

2. ‘supporting the first year and second experience through the development of a PAL Leader’ PALMentorUKCLE2010 2 Peer Assisted Learning (PAL)

3. Overview of PAL Student experience of PAL & PAL Mentoring Initial challenges Open forum PALMentorUKCLE2010 3 Suggested workshop format

4. PAL started at Bournemouth in 2001 - funded through FDTL3 Student-to-student support scheme which draws ideas from a US scheme called Supplemental Instruction PAL fosters cross-year support between students studying on the same course PALMentorUKCLE2010 4 Overview of PAL at Bournemouth

5. Our purpose was to develop a scheme which: enhanced the level of support and advice available to first year undergraduate students encouraged students to become more actively involved in discussing the subject matter of their course aided retention of first year students provided an environment in which PAL Leaders could practise and develop their personal and professional skills PALMentorUKCLE2010 5 What is PAL?

6. PAL is intended 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 requirements of HE enhance their understanding of the subject matter of their course through collaborative group discussion prepare better for assessed work and examinations PALMentorUKCLE2010 6 5 intended outcomes of PAL

7. Embedded: PAL sessions are timetabled sessions and run weekly Uses existing groups: PAL group is the same as the students’ normal seminar group Supports learning: emphasis on small group discussions and co-operative learning Supplemental to teaching: subject content drawn from existing course materials (lecture notes, workbooks, textbooks, etc) PALMentorUKCLE2010 7 How PAL operates

8. Among first year students (e-survey - 252 responses): 59% indicated that PAL helped them integrate more quickly into University life;“The activities at the start made the group bond better”. “I felt less isolated. PAL acted like a buffer and made the first year seem much less daunting”. 61% PAL helped develop their study & learning skills “Having someone that could help you prepare essay plans, especially for the first few essays. Also having an explanation of the use of footnotes and how to cite cases was helpful”. PALMentorUKCLE2010 8 Student experience of PAL:

9. 66% PAL helped their understanding of the subject matter of their course through group discussions “I found it helpful to learn and relearn information in teams” “PAL helped clarify matters which our seminars left unclear” 77% PAL helped them prepare better for assessed course work and examinations “PAL has encouraged everyone in our class to share ideas” “There were a lot of exam tips and assignment advice” PALMentorUKCLE2010 9 Student experience of PAL: Survey results 2005/6

10. 82% indicated that PAL helped them gain a clearer understanding of course direction & expectations; “Our PAL Leader talked about her experiences from the first year and passed on her own knowledge of how best to approach things” “PAL helped me settle into the kind of work I have to tackle, the amount of work I need to do, etc” PALMentorUKCLE2010 10 Student experience of PAL: Survey results 2005/6

11. Leadership and group management “I’ve improved my ability to facilitate a discussion (and not take over) and be able to work within a group of people” “Through PAL I’ve improved my leadership and organisational skills” PALMentorUKCLE2010 11 PAL Leader perspective: professional skills

12. Team working “I’m now much more patient, approachable and willing to help others” PALMentorUKCLE2010 12 PAL Leader perspective: professional skills

13. Interpersonal communication “PAL improved my CV and is a great thing to talk about at job interviews” “After my experience as a PAL Leader I am more confident giving presentations” PALMentorUKCLE2010 13 PAL Leader perspective: professional skills

14. Self confidence “Feeling important and developing the confidence to stand in front of people sharing experiences” “I became aware of better ways to learn and study, I got a huge confidence boost” PALMentorUKCLE2010 14 PAL Leader perspective: personal skills

15. The role of the PAL Leader Mentor Liaising with PAL Tutor Liaising with PAL Leaders Supporting Role PALMentorUKCLE2010 15 PAL Leader perspective: professional skills

16. Organising meetings Minutes of meetings Liaising where necessary with Unit Tutors PAL Leader for 2nd Year Students PALMentorUKCLE2010 16 PAL Leader perspective: professional skills

17. Organising and prioritising skills “I’m much more organised with regard to my preparation. When you know you’ve got people depending on you it definitely encourages you to get focused” “My organisational skills have improved a lot. I now organise my work more efficiently which has helped me in my degree” PALMentorUKCLE2010 17 PAL Leader perspective: personal skills

18. Review lecture content and improve lecture notes Practise presentations and analyse what makes for a good presentation Analyse essay questions, identify main issues to cover, use of supporting evidence, discuss essay structure, etc. Share exam revision techniques, plan outline answers to questions in past papers, etc. PALMentorUKCLE2010 18 Examples of activities that happen in PAL sessions

19. PALMentorUKCLE2010 19 Model of PAL session types Meaning-oriented (understanding) PAL Leader re-explaining course subject matter Class discussion of course subject matter Discursive Didactic PAL Leader advising students how to achieve Class discussion on how to achieve Strategic-oriented (assessment)

20. Something new - culture change Staff - uncertain of purpose, threat, inappropriate expectations Recruitment of PAL Leaders PAL Leader training Timetabling PAL sessions PALMentorUKCLE2010 20 Initial challenges

21. Sue Warnock: swarnock@bournemouth.ac.uk Bryan Scant PALMentorUKCLE2010 21 Contact