PAL leader training at Bournemouth University: 12 years on and still evolving

2.50
Hdl Handle:
http://hdl.handle.net/10547/335922
Title:
PAL leader training at Bournemouth University: 12 years on and still evolving
Authors:
Parton, Steve; Noad, Victoria
Abstract:
Peer Assisted Learning (PAL) at Bournemouth University (BU) is a peer mentoring scheme that fosters cross-year support between students on the same course. Coordination of PAL, including leader training, is run centrally within Student and Academic Services by the PAL Coordination Team. Successful applicants attend two days of compulsory training in June or September with optional follow up training sessions offered throughout the autumn term. As with other training programmes for peer learning schemes, including Supplemental Instruction (SI), upon which PAL is based (Arendale 1994; Jacobs et al. 2008), the concept of modelling is integral to the training. Trainers employ small group learning techniques and frequently re-direct questions. Leaders can then use these approaches in their own sessions. Crucially, all attendees lead a simulated PAL session. Weekly follow up training is delivered in collaboration with other support staff, providing information on various academic skills, support services and ideas for related PAL sessions. Like PAL itself, leader training has evolved gradually since it began in 2001. Changes include: training on new online community areas on the University's Virtual Learning Environment; streamlining of initial training in response to trainee feedback. However, the overarching principles of the training, established by the founders of the scheme, remain (Capstick et al. 2004). Qualitative feedback from 2011-2012 trainees after completing training, and from a later survey delivered to them towards the end of their role, has further confirmed the continued power of this training while revealing potential ways to strengthen it.
Affiliation:
Bournemouth University
Citation:
Parton, S. & Noad, V. (2013) 'PAL leader training at Bournemouth University: 12 years on and still evolving', Journal of Pedagogic Development, 3 (2), pp.18-27.
Publisher:
University of Bedfordshire
Journal:
Journal of pedagogic development
Issue Date:
Jul-2013
URI:
http://hdl.handle.net/10547/335922
Additional Links:
http://www.beds.ac.uk/jpd/volume-3-issue-2/pal-bournemouth-university
Type:
Article
Language:
en
Series/Report no.:
Volume 3; Issue 2
ISSN:
2047-3265
Appears in Collections:
Journal of Pedagogic Development

Full metadata record

DC FieldValue Language
dc.contributor.authorParton, Steveen
dc.contributor.authorNoad, Victoriaen
dc.date.accessioned2014-11-21T12:57:22Z-
dc.date.available2014-11-21T12:57:22Z-
dc.date.issued2013-07-
dc.identifier.citationParton, S. & Noad, V. (2013) 'PAL leader training at Bournemouth University: 12 years on and still evolving', Journal of Pedagogic Development, 3 (2), pp.18-27.en
dc.identifier.issn2047-3265-
dc.identifier.urihttp://hdl.handle.net/10547/335922-
dc.description.abstractPeer Assisted Learning (PAL) at Bournemouth University (BU) is a peer mentoring scheme that fosters cross-year support between students on the same course. Coordination of PAL, including leader training, is run centrally within Student and Academic Services by the PAL Coordination Team. Successful applicants attend two days of compulsory training in June or September with optional follow up training sessions offered throughout the autumn term. As with other training programmes for peer learning schemes, including Supplemental Instruction (SI), upon which PAL is based (Arendale 1994; Jacobs et al. 2008), the concept of modelling is integral to the training. Trainers employ small group learning techniques and frequently re-direct questions. Leaders can then use these approaches in their own sessions. Crucially, all attendees lead a simulated PAL session. Weekly follow up training is delivered in collaboration with other support staff, providing information on various academic skills, support services and ideas for related PAL sessions. Like PAL itself, leader training has evolved gradually since it began in 2001. Changes include: training on new online community areas on the University's Virtual Learning Environment; streamlining of initial training in response to trainee feedback. However, the overarching principles of the training, established by the founders of the scheme, remain (Capstick et al. 2004). Qualitative feedback from 2011-2012 trainees after completing training, and from a later survey delivered to them towards the end of their role, has further confirmed the continued power of this training while revealing potential ways to strengthen it.en
dc.language.isoenen
dc.publisherUniversity of Bedfordshireen
dc.relation.ispartofseriesVolume 3en
dc.relation.ispartofseriesIssue 2en
dc.relation.urlhttp://www.beds.ac.uk/jpd/volume-3-issue-2/pal-bournemouth-universityen
dc.subjectpeer assisted learningen
dc.subjecttraining PAL leadersen
dc.subjectBournemouth Universityen
dc.subjectmentoringen
dc.subjectundergraduate studentsen
dc.subjectPAL leaderen
dc.subjectpeer learningen
dc.subjecthigher educationen
dc.titlePAL leader training at Bournemouth University: 12 years on and still evolvingen
dc.typeArticleen
dc.contributor.departmentBournemouth Universityen
dc.identifier.journalJournal of pedagogic developmenten
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