University of Leeds 8th November 2007Marcia Ody

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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

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Outline

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

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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

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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
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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

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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

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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

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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

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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

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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

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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!

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PASS Session in action
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Can you spot the PASS leaders?
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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!
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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

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Case Study Chemistry
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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.

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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

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

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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

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PASS in FLS?
HEA Centre for Bioscience Science Learning
Teaching Conference 2007 http//www.sltc.heacademy
.ac.uk/proceedings.htm
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PASS in FLS?
HEA Centre for Bioscience Science Learning
Teaching Conference 2007 http//www.sltc.heacademy
.ac.uk/proceedings.htm
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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)

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PASS in Computer ScienceImpact on Leader results
Average Overall Exam Mark
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Practicalities

• Identification of central support co-ordination

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Structure how is it set up?
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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