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
University of Leeds 8th November 2007 Marcia Ody
Outline• Students as Partners• Supplemental Instruction• PASS at the University of Manchester
– why?– Aims & objectives– Case studies
• PASS in action• Benefits• Coordination• Implementation practicalities
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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!
University of Leeds 8th November 2007 Marcia Ody
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!
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
…so you know a bit about PASS but how do you actually do it ?!
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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
Fostier.M et al (2007)
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?
Fostier.M et al (2007)
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
Embury. S et al (2006)
School ofComputer Science
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)
Embury. S et al (2006)
School ofComputer Science
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
University of Leeds 8th November 2007 Marcia Ody
Practicalities
• Identification of central support & co-ordination
University of Leeds 8th November 2007 Marcia Ody
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
University of Leeds 8th November 2007 Marcia Ody
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