University of Leeds 8th November 2007Marcia Ody Peer Assisted Study Sessions (Supplemental...

University of Leeds 8th November 2007 Marcia Ody

Peer Assisted Study Sessions(Supplemental Instruction)

Marcia Ody: [email protected]

Students as Partners Senior Adviser, The University of Manchester

Consultant, Centre for Excellence in Enquiry-Based Learning

Independent Consultant


Outline• Students as Partners• Supplemental Instruction• PASS at the University of Manchester

– why?– Aims & objectives– Case studies

• PASS in action• Benefits• Coordination• Implementation practicalities


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


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


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


Introduction of SI in the UK and the University of Manchester

• 1990’s - 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


21 Principles of SI

1. is a methodology for learner support 2. is small group learning 3. is facilitated by other students acting

as mentors 4. is confidential 5. is voluntary 6. is non-remedial 7. is participative 8. encourages collaborative, rather than

competitive learning 9. is content-based and process-

oriented 10. integrates effective learning

strategies within the course content 11.does not create dependency 12.works in the language of the

discipline

13. is pro-active, not reactive 14. targets high `risk´ courses, not

high `risk´ students 15.encourages learner autonomy 16.decreases drop-out rates and aids

retention 17.gives opportunity to increase

academic performance 18.challenges the barrier between

year groups 19.benefits all students regardless of

current academic competency 20.gives privacy to practice the

subject, make mistakes and build up confidence

21.enables a clear view of course expectations


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


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


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


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!


PASS Session in action


Can you spot the PASS leaders?


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!


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


Case Study: Chemistry

Established 1995

Content of sessions

The sessions relate to tutorial worksheets that alternate between organic, inorganic and physical chemistry. The 1st-year students set an agenda within the session based on issues or problems arising from the material on the worksheets or related academic tutorials/lectures.

Frequency Weekly sessions in a regular venue. Sessions are timetabled into free hours between lectures when all 1st-year students could, in theory, attend.

No. of PASS Leaders

26 working in pairs leading 13 groups

Attendance Regular attendance of 70% of the 1st-year cohort (1st Semester) but lower in 2nd Semester

How are students assigned to groups?

All 1st years are assigned to a PASS group alphabetically. The sessions are voluntary but opting out of attendance is a method found to be more effective than opting in.

Training One full day’s facilitation training co-ordinated centrally. Half day departmental training. Meeting with academic staff co-ordinator weekly before and after sessions.

Fostier.M et al (2007)

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.

Embury. S et al (2006)

School ofComputer Science

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


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


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


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


Impact of PASS on BL1521 results (genes and evolution)

4247

6

4542

7

53

22 22

0

10

20

30

40

50

60

mean mark % % of students with mark<40% (fail)

% of students with mark>=70%

n=158, PASS not offered n=178, PASS <4 n=54, PASS >=4

HEA Centre for Bioscience – Science Learning & Teaching Conference 2007http://www.sltc.heacademy.ac.uk/proceedings.htm

PASS in FLS?


PASS in FLS?

Impact of PASS on BL1521 mark distribution (genes and evolution)

0

5

10

15

20

25

30

35

n=158, PASS notoffered, mean = 42

n=178, PASS <4,mean = 45

n=54, PASS >=4 ,mean = 53

% o

f st

ud

ents

0-9%10-19%20-29%30-39%40-49%50-59%60-69%70-79%80-89%90-100%

HEA Centre for Bioscience – Science Learning & Teaching Conference 2007http://www.sltc.heacademy.ac.uk/proceedings.htm



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 (n=143)



PASS in Computer ScienceImpact on Leader results

50

55

60

65

70

75

Year 2 Year 3

Class C

Class C2

Class C3

Class D

Ave

rag

e O

vera

ll E

xam

Ma

rk


Practicalities

• Identification of central support & co-ordination


Structure – how is it set up?

Faculty Internship (FLS)

Students as Partners Internships

(EPS and MHS)

Faculty Staff Contact (Humanities)

Student Co-ordinators

Students

Staff Coordinator

Students as Partners [email protected]

Senior Students as Partners [email protected]

PASS Leaders/Mentors

mailto:[email protected]

mailto:[email protected]


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

University of Leeds 8th November 2007Marcia Ody Peer Assisted Study Sessions (Supplemental...

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